HE  DEVELOPMENT  OF  THE 
SUNDAY-SCHOOL 


1780  -1905 


OFFICIAL  REPORT 

OP"    THE 

ELEVENTH  INTERNATIONAL  SUNDAY-SCHOOL 
11  CONVENTION 

TORONTO,  CANADA,  1905 


lii 


LIBRARY 

OF  THE 

University  of  California. 

Class 


THE    DEVELOPMENT    OF    THE 
SUNDAY-SCHOOL 


1780=1905 


THE   OFFICIAL   REPORT 

of  the 

Eleventh    International    Sunday-School 
Convention 

TORONTO,  CANADA,  JUNE  23-27,  1905 


BOSTON,   MASS. 

Published   by   the   Executive  Committee   of  the   International   Sunday- 
School  Association 

1905 


■   1^    »     f 


I?  OS' 


GtNtW'^ 


EDITORIAL    COMMITTEE 


W.  N.  Hartshorn,  Boston,  Mass. 

Rev.  George  R.  Merrill,  D.D.,  Minneapolis,  Minn. 

Marion  Lawrance,  Toledo,  Ohio. 


CJje  JFort  f^ill  ^rtss 

SAMUEL   USHER 

176  TO  184  HIGH    STREET 

BOSTON,  MASS. 


FOREWORD 

A  GREAT  preacher  of  the  last  century  entitled  his 
aiitobiography  "  The  Story  of  the  Ways  of  God  with  a 
Human  Soul."  The  story  of  "  The  Development  of 
the  Sunday-school  from  1 780-1905,"  herewith  pre- 
'  sented  in  accordance  with  instructions,  is  supremely 
the  record  of  a  divine  movement,  and  we  who  have 
gathered  some  significant  items  from  it  have  been  con- 
sciously "  thinking  God's  thoughts  after  him.." 

The  great  embarrassment  of  the  Committee  has  been 
with  the  abundance  and  riches  of  material  placed  at  its 
disposal,  and  its  chief  trial  the  necessity,  under  its  abso- 
lute limitations,  of  abridging  addresses  made  at  the 
convention  and  articles  prepared  for  its  use.  For 
instance,  not  to  refer  to  a  multitude  of  touching  episodes 
of  the  convention,  whose  permanent  record  wotild  be  a 
delight  to  many,  the  searching  and  devout  interpreta- 
tions of  Holy  Scripture  by  Rev.  Dr.  Tomkins  that  en- 
riched the  "  Quiet  Hour  "  and  in  their  entirety  make  a 
volume  of  "  Spiritual  Helps,"  would  have  been  robbed 
of  their  value  by  any  attempt  at  abridgment. 

The  Committee  expresses  its  gratitude  to  the  hundred 
authors  of  the  book  for  their  ready  and  prompt  co- 
operation, at  cost  to  many  of  them  of  some  portion  of 
needed  summer  rest,  and  especially  to  the  authors  of 
the  convention  addresses,  who  had  grace  to  take  joyfully 
the  needftd  "  spoiling  of  their  goods." 

It  would  be  too  much  to  expect  that  a  work  produced 
under  such  limitations  of  time   and   space   should  be 


188252 


iv  Foreword 

entirely  free  from  errors  both  of  omission  and  commis- 
sion. But  even  with  these  it  is  certain  that  it  contains 
an  amount  and  quality  of  information  concerning 
organized  Sunday-school  work  and  discloses  the  foun- 
tains of  its  inspiration  as  no  other  single  volume  that 
ever  came  from  the  press. 

With  gratitude  to  God  for  the  inspiration,  progress 
and  issue  of  the  work,  we  submit  it  to  our  great  and 
honored  constituency: 

"  And  establish  thou  the  work  of  our  hands  iipon  us; 
Yea,  the  work  of  our  hands  establish  thou  it." 

W.  N.  Hartshorn, 
George  R.  Merrill, 
Marion  Lawrance, 

Committee  of  Publication. 

Clifton,  Mass.,  September  i,  1905. 


CONTENTS 


Division  I  —  Historical 
Part  I  —  The  Sunday-school 

PAGE 

Robert  Raikes  and  the  Eighteenth  Century i 

George  R.  Merrill,  D.D. 
The  Nineteenth  Century  Sunday-school 7 

Charles  Gallaudet  Trumbull. 
Organized  Primary  Work.     1870-1905 19 

Mrs.  J.  Woodbridge  Barnes. 
"  From  Our  Muster-Roll  of  Heroes  " 24 

Henry  C.  McCook,  D.D..  LL.D. 

Part  II  —  The  Uniform  Lesson 

The  Genesis  OF  the  International  Sunday-school  Lesson  .        37 

Prof.  H.  M.  Hamill,  D.D. 
The  Lesson  Committee  at  Work 46 

John  Potts,  D.  D. 

List  of  the  International  Lessons,  187 2-1906 49 

The  Beginners'  Course •        82 

Mrs.  J.  Woodbridge  Barnes. 
Advanced  Course  of  Lessons  * 86 

Prof.  John  R.  Sampey,  D.D.,  LL.D. 
Other  Lesson  Courses  of  the  Period 89 

Part  III  —  Conventions 

Sunday-school  Conventions 91 

ir.  C.  Pearce. 
The  First  Sunday-schools  Organized  in  North  America    .        94 

The  Best  Selling  Book  on  Earth      96 

National  and  International  Conventions 97 

M.  C.  Hazard,  Ph.D. 
Progress  and  Prophecy i°8 

C.  R.  Blackall,  D.D. 
From  Milan  to  Jerusalem "3 

Edward  K.  Warren. 


vi  Contents 

Division   II  — The    International    Sunday-school 
Association 

Part  I  —  The  Eleventh  International  Convention 

PAGE 

Opening  Address iig 

The  President,  B.  B.  Tyler,  D.D. 
Addresses  of  Welcome 120 

Lieut.-Gov.  W.  Mortimer  Clark,  K.C.,  LL.D.,  Ontario. 

Canon  H.  J.  Cody,  D.D.,  Toronto. 

Speaker  J.  W.  St.  John,  of  the  Legislative  Assembly. 

Mayor  Thomas  Vrqnhart,  Toronto. 
Responses      ■ laq 

Rev.  Alan  Hudson,  Brockton,  Mass. 

Rev.  Carey  Bonner,  London,  England. 

Edward  K.  Warren,  Three  Oaks,  Mich. 

H.  H.  Bell,  D.D.,  San  Francisco,  Cat. 


Some  Relationships  of  the  Sunday-school 

An  Historic  View  of  the  Sunday-school 138 

Prof.  Geo.  W.  Richards,  D.D. 
The  Relation  of  the  Religious  and  Secular  Press  to  the 

Sunday-school 144 

Levi  Gilbert,  D.D. 
Our  Debt  to  the  Old  Guard 151 

Henry  C.  McCook,  D.D.,  Sc.D.,  LL.D. 
"  A  Forward  Look  for  the  Sunday-school  "      164 

Bishop  John  H.  Vincent,  D.D.,  LL.D. 


The  Relation  of  the  Sunday-school  to  Education 

The  Sunday-school  as  an  Educational  Force 174 

Prof.  H.  M.  Hamill,  D.D. 
The  Relation  of  the  Sunday-school  to  the  Art  of  Teach- 
ing            178 

Wni.  Douglas  AIcKenzie,  D.D. 
The  Relation  of  the  Sunday'-school  to  the  Public  School,      185 

A.  R.  Taylor,  Ph.D. 
The  Relation  OF  THE  Sunday-school  to  the  University    .    .      190 

D.  B.  Purinton,  D.D. 
The  Sunday-school  and  the  Minister's  Training 197 

Geo.  B.  Stewart,  D.D. 
The  Relation  of  the  Teacher  to  the  Curriculum   ....      201 ' 

Prof.  Martin  G.  Brumbaugh,  Ph.D. 


Contents  vii 

PAGE 

Teacher  Training 206 

R.  A.  FcUcofier  LL.D.,  Lill.D 
The  Army  of  the  Future;  or,  After  Enlistment,  What?  .      212 

Rev.  Ernest  Bourner  Allen. 
Reverence  in  the  Sunday-school 219 

Elson  I.  Rexford,  M.A.,  LL.D. 
The  Supplemental  Lesson 226 

Jesse  L.  Hurlbut,  D.D. 
The  Place  and  Power  of  Memorized  Scripture 230 

W.  H.  Geistweit,  D.D. 
Training  and  Developing  Teachers 238 

Miss  Louise  A.  Emery. 

The  Relation  of  the  Sunday-school  to  Evangelism 

Individuality  and  Heredity  in  the  Sunday-school      .    .    .      240 

Urn.  H.  Roberts,  D.D.,  LL.D. 
The  Sunday-school  as  an   Evangelistic   Force 246 

Prof.  Frank  K.  Sanders,  Ph.D. 
The  Age  of  Spiritual  Awakening 253 

Prof.  A.  B.  Van  Ormer.  D.D.,  Ph.D. 
Evangelistic  Work 259 

Rev.  John  C.  Carman. 
The  Message  of  the  Home  Department  ok    the    Sunday- 
school   261 

Rev.  5.  ir.  Dike,  LL.D. 
The  I.  B.  R.   a 265 

Rev.  Carey  Bonner. 
Bible  Class  Work  for  Men 275 

Marshall  A.  Hudson. 

The  Relation  of  the  Sunday-school  to  Missions 

Organized  Sunday-school  Work  in  the  City 279 

Philip  E.  Howard. 
The  Negro  in  the  Sunday-school  Movement      .    .    .    .   ^      2S2 
Gen.  B.  W.  Green. 

The  Problem  of  the  Negro 290 

Rev.  M.  C.  B.  Mason,  D.D. 
The   Sunday-school   and   Church    as    a    Solution    of  the 

Negro  Problem 293 

Rev  D.  W.  Davis. 
Portraits  and  Sketches  of  the  International  Executive 
Committee,  Eminent  Sunday-school  Leaders  and   the 
Lesson  Editors 3°^ 


Contents 


PAGE 

Map  of  the  Eleven  Districts      319 

Frontiers,  Old  and  New 349 

W.  G.  Puddefoot,  D.D. 
The  Sunday-school  and  Home  Missions 353 

Rev.  E.  E.  Olivers,  D.D. 
A  Plea  for  Egypt 359 

Rev.  Chauncey  Murch. 
The    Relation    of    the    Sunday-school     to     the     Third 

Deliverance  of  Ishmael 363 

Rev.  Archibald  F order. 
The  Duty  of  Young  America  to  Young  Japan 367 

James  A.  B.  Scherer,  Ph.D.,  LL.D. 

The  Sunday-school  and  the  Great  Commission 373 

>              Robert  E.  Speer. 
The  Man  with  the  Hammer 382 

Rev.  Carey  Bonner. 
The  Sunday-school  Exposition 391 

C.  R.  Blackall,  D.D. 
The  Minutes  of  the  Convention 394 


The  Reports 

The  International  Executive  Committee 411 

The  General  Secretary 418 

The  Treasurer 435 

The  Primary  and  Junior  Secretary 454 

The  Teacher-Training  Secretary 465 

My  Creed  as  to  the  Sunday-school 471 

The  Home  Department      472 

Work  among  the  Negroes 478 

The  Work  in  Mexico      481 

The  Committee  on  Education 486 

The  Committee  on  Theological  Seminaries 489 

The  West  Indies  Commission 490 

The  Committee  on  Obituaries 492 

The  International  Lesson  Committee 494 


Part  II  —  Denominational  Relations  and  Constituency 

The    Relation     of    the     International     Sunday-school 

Association  to  Denominational  Work 500 

John  R.  Pepper. 

The  Constituency — State,    Provincial    and   Territorial 

Associations 504 


Contents  ix 

Part  III — ^The  Related  Organizations 

PAGE 

The  American  Sunday-School  Union 556 

The  British  Sunday-School  Union 558 

The  Sunday-school  Editorial  Association 560 

y.  A.  McKamy,  D.D. 

The  Religious  Education  Association 563 

Part  IV — Organization  and  Methods 

General  Organization 565 

The  Primary  and  Junior  Department 570 

Mrs.  J.  Woodbridge  Barnes. 
The  Home  Department 5^> 

W.  A.  Duncan,  Ph.D. 
House  Visitation  to  Reach  the  Unreached 577 

Hugh  Cork. 
The  Development  of  the  Field  Workers'  Department    .      5S0 

Rev.  E.  -V.  Fergusson. 

The  Department  of  Education 584 

The  Development  of  Summer  Schools 586 

Rev.  E.  .1/.  Fergusson. 


Division  III  —  Workers  in  Council 

Part  I  — The  Conferences 

Pastors'  Conference 5Q3 

Superintendents'  Conference 599 

Primary  Department  Conference     611 

Home  Department  Conference 611 

Organized  Temperance  Work 619 

Chinese  Workers'  Conference 624 

Field  Workers'  Conference 626 

Prof.  E.  A.  Fox. 

Elementary  Institute 628 

Adult  Classes  Conference      632 


Part  II 

The  Mexico  National  Convention,  1905 636 

Mrs.  Mary  Foster  Br-i-ner. 


X  Contents 

Part  III 

PAGE 

Adult  Bible  Class  Movement 642 

W.  C.  Pearce. 

Books  You  Should  Know 646 

A  Temple  unto  the  Lord      652 

A  Vision  from  the  West 653 

Rev.  W.  C.  Merritt. 
The  International  Sunday-school  Association:    What  it 

Stands  For 656 


Division  IV  —  Tables  and  Appendices 

International  Pledges,  1905-190S 650 

Sunday-school  Statistics 669 

Triennial  Statistical  Report 670 

Triennial  Report  on  Condition  of  Organization      ....  673 

Sunday'-school  Statistics  of  all  Nations 676 

The  Official  Program 677 

Official  List  of  Delf.gates      685 

The  Index 703 


OFFICIAL    REGISTER 
1905-1908 


OFFICERS    OF    THE    CONVENTION 

President,  Hon.  Mr.  Justice  J.  J.  Maclaren,.D.C.L.,  LL.D., 

Toronto,  Canada. 
Vice-Presidents: 

A.  B.  McCrillis,  Providence,  R.  I. 

Rev.  H.  H.  Bell,  D.D.,  San  Francisco,  Cal. 

Rev.  Junius  W.  Millard,  D.D.,  Atlanta,  Ga. 

W.  B.  Jacobs,  Chicago,  111. 

Bishop  E.  E.  Hoss,  Dallas,  Tex.  . 

Prin.  Robert  A.  Falconer,  LL.D.,  D.  Litt.,  HalifaxrA'.  S. 

Rev.  L  H.  Fulton  (for  the  Negroes),  Orangeburg,  S.  C. 


Vice-Presidents    representing    the 
territories: 


states,    provinces 


and 


Alabama     . 
Alberta  .    . 
Arizona  .    . 
Arkansas 
British  Columbia 
Caliiomia  (N.) 
California  (S.) 
Colorado     .    . 
Connecticut    . 
Delaware    .     . 
District  of  Columbia, 
Florida  .    .    . 
Georgia  .    .    . 
Idaho      .    .    . 
Illinois    .    .    . 
Indian  Terrilor 
Indiana  .    .    . 
Iowa   .... 
Kansas  .    . 
Kentucky  .    . 
Louisiana   . 
Maine      .    .    . 
Manitoba    .    . 
Maryland   .    . 
Massachusetts 
Michigan    .    . 
Minnesota  .    . 
Mississippi 
Missouri     .    . 
Montana     .    . 
Nebraska   .    . 
Nevada  .    .    . 
New  Brunswick 
Newfoundland 
New  Hampshire 
New  Jersey 
New  Mexico 
New  York 
North  Carolina 
North  Dakota 
Nova  Scotia  . 


J.  B.  Greene,  Opelika. 

J.  F.  Fowler,  Wetaskiwin. 

Oslora  Gibsc^n,  Tombstone. 

J.  R.  Gregson,  Jonesboro. 

Dr.  George  Telford,  Vancouver. 

Silas  W.  Mack,  Monterev. 

Rev.  Hugh  K.  Walker,  D.D.,  L<js  Angeles. 

J.  W.  Jackson.  Denver. 

Seward  V.  Coffin,  Middletown. 

S.  H.  Baynard,  Wilmington. 

P.  H.  Bristow,  Washington. 

J.  P.  Hilbum,  Ocala. 

Mant  Hood,  Savannah. 

Professor  Freehaver,  Council. 

W.  B.  Rundle,  Clinton. 

Dr.  W.  T.  Jacobs,  Muskogee. 

E.  J.  Humpe,  Richmond. 

William  Tackaberrv.  Sioux  Cilv. 

E.  R.  Burkholder.  McPherson. 
W.  J.  Thomas,  Shelbyville. 

F.  F.  Morse,  Jennings. 

Rev.  Smith  Baker,  D.D..  Portland. 

B.  G.  Crealock,  Bumside. 
Preston  Fiddis.  Baltimore. 
A.  P.  Williams,  West  Upton. 
J.  M.  Davis.  Kalamazoo. 
Prof.  D.  L.  Kiehle,  Minneapolis. 
Thomas  McClvmont,  Natchez. 

D.  R.  Wolfe,  St.  Louis. 

Rev.  George  Edwards.  Great  Falls. 

E.  J.  Wightman,  York. 

C.  R.  Carter,  Reno. 
T.  S.  Simms,  St.  John. 

Dr.  N.  S.  Fraser,  St.  Johns. 

Rev.  J.  B.  Lemon.  D.D..  Manchester. 

Edward  W.  Barnes,  Perth  Amboy. 

E.  M.  BuUard.  Albuquerque. 

J.  B.  Murray,  Yonkers. 

George  H.  Crowell.  Highpoint. 

R.  B.  Griffith,  Grand  Forks. 

C.  E.  Creighton,  Halifax. 


xii  Official  Register 

Ohio Rev.  E.  S.  Lewis,  D.D..  Columbus. 

Oklahoma Fred  I...  Wenner,  Guthrie. 

Ontario Rev.  L.  H.  Wagner,  Berlin. 

Oregon A.  M.  Smith,  Portland. 

Pennsylvania     .    .    .  Hon.  John  Wanamaker,  Philadelphia. 
Prince  Edward  Island,   Col.  F.  S.  Moore,  Charlottetown. 

Quebec David  Bentley,  Montreal. 

Rhode  Island     .    .    .  Rev.  William  Pressey.  Ashton. 

South  Carolina  .    .    .  Rev.  J.  W.  Shell,  Spartanburg. 

South  Dakota    .    .    .  Rev.  A.  C.  McCauley,  Bridgewater. 

Tennessee W.  H.  Raymond,  Nashville. 

Te.xas Capt.  J.  Farlev,  Dallas. 

Utah Prof.  J.  A.  Smith,  Ogden. 

Vermont J.  A.  Greenwood,  Chester. 

Virginia Rev.  A.  L.  Phillips,  D.D.,  Richmond. 

Washington  (E.)  .    .  President  S.  B.  L.  Penrose,  D.D.,  Walla  Walla. 

Washington  (W.)  .    .  D.  S.  Johnston,  Tacoma. 

West  Virginia    .    .    .  Dr.  D.  B.  Purinton.  Morgantown. 

Wisconsin T.  M.  Hammond,  Milwaukee. 

Wyoming H.  B.  Henderson,  Cheyenne. 

Hawaii W.  A.  Bowen,  Honolulu. 

Mexico Rev.  John  W.  Butler,  D.D..  Mexico  City. 

Treasurer,  Dr.  Geo.  W.  Bailey,  Philadelphia,  Pa. 

Assistant  Treasurer,  Howard  L.  Merrick,  Philadelphia,  Pa 

Recording  Secretary,  Rev.  Joseph  Clark,  D.D.,  Columbus. 

Ohio. 

Asst.  Recording  Secretary,  Rev.  E.  F.  Talmadge,  Wauregan, 

Conn. 


THE    EXECUTIVE    COMMITTEE 

The  General  officers  above  named,  with  the  following: 

First  District  John  Legg,  Worcester,  Mass. 

Second  District,  X.  T.  Arnold,  Ridgway,  Pa. 

Third  District    .  George  W.  Watts,  Durham,  X.  C. 

Fourth  District,  F.  A.  Wells,  Chicago,  111. 

Fifth  District     .  R.  B.  Griffith,  Grand  Forks,  X.  D. 

Sixth  District    .  Frank  P.  Hays,  St.  Louis,  Mo. 

Seventh  District,  W.  X'.  Wiggins,  San  Antonio,  Tex. 

Eighth  District.  H.  P.  Spencer,  Denver,  Colo. 

Xinth  District   .  Rev.  Daniel  L.  Rader,  D.D.,  Portland,  Ore. 

Tenth  District   .  Rev.  Wm.  Horace  Day,  Los  Angeles,  Cal. 
Eleventh  District,  Janero  S.  Paz,  Guadalajara,  Mex. 

Alabama J.  S.  Carroll,  Trov. 

Alaska Sheldon  Jackson,  D.D.,  LL.D.,  Washington,  D.  C. 

Alberta Rev.  Prin.  A.  O.  MacRae,  Ph.D.,  Calgary. 

Arizona Walter  Hill,  Prescott. 

Arkansas Gen.  B.  W.  Green,  Little  Rock. 

British  Columbia  .    .  Xoah  Shakespeare,  Victoria. 

California  (N.)   .    .    .  C.  M.  Campbell,  Sacramento. 

CaUfomia  (S.)  .    .    .  Gail  Borden,  Los  Angeles. 

Colorado         ....  S.  H.  Atwater,  Canon  City. 

Connecticut   ....  S.  H.  Williams,  Glastonbury. 

Delaware C.  H.  Cantwell,  Wilmington. 

District  of  Columbia,  W.  W.  Millan.  Washington. 

Florida H.  C.  Groves,  Ocala. 

Georgia Frank  L.  Mallary,  Macon 

Idaho Rev.  W.  H.  Bowler,  Shoshone. 

Illinois A.  H.  Mills,  Decatur. 


Official  Register 


Indian  Territory 
Indiana  .    .    . 
Iowa   .... 
Kansas   .    .    - 
Kentucky  .    . 
Louisiana   .    . 
Maine      .    .    • 
Manitoba   .    - 
Maryland   .    . 
Massachusetts 
Michigan    .    . 
Minnesota 
Mississippi 
Missouri     .    . 
Montana     .    . 
Nebraska   .    - 
Nevada  .    .    . 
New  Brunswick 
Newfoundland 
New  Hampshin 
New  Jersey    . 
New  Mexico  . 
New  York 


New  York  (Honorary),  W.  A.  Duncan.  Ph.D.,  Syracuse. 


North  CaroUna 
North  Dakota 
Nova  Scotia 
Ohio  .  .  . 
Oklahoma  . 
Ontario  .  . 
Oregon  .  . 
Pennsylvania 


Prince  Edward  Island.   Rev.  E.  J.  Rattee,  B.A.,  Malpeque. 


Quebec 
Rhode  Island 
Saskatchewan 
South  Carolina 
South  Dakota 
Tennessee  .    . 
Texas      .    .    - 
Utah  .... 
Vermont     .    . 
Virginia  .    .    . 
Washington  (E 
Washington  (W 
West  Virgmia 
Wisconsin  .    . 
Wyorning  .    . 
Hawaii    .    .    . 
Porto  Rico     . 
Philippines 
Cuba  .... 
Mexico    .    .    . 
Central  America 


D.  M.  Marrs,  Vinita. 

W.  C.  Hall,  Indianapolis. 
J.  F.  Hardin,  Eldora. 
Don  Kinney,  Newton. 
John  Stites,  Louisville. 
M.  C.  Bridges.  Norwood. 
L.  R.  Cook,  Yarmouthville. 
F.  W.  Adams,  Winnipeg. 
William  A.  Tottle,  Baltimore. 
W.  N.  Hartshorn,  Boston. 

E.  K.  Warren,  Three  Oaks. 

Geo.  R.  Merrill,  D.D.,  Minneapolis. 

D.  E.  Wilson,  Nesbit. 

A.  P.  George.  D.D.,  St.  Louis. 
Rev.  D.  B.  Price,  StevensviUe. 
George  G.  Wallace.  Omaha. 
].  E.  Stubbs,  LL.D.,  Reno. 

E.  R.  Machum,  St.  John. 
Chas.  P.  Avre,  St.  Johns. 
Prin.  Geo.  W.  Bingham.  Derry 
Rev.  Frank  A.  Smith,  Haddonfield. 

F.  W.  Spencer,  Albuquerque. 
Frank  L.  Brown.  Brooklyn. 


N    B.  Broughton,  Raleigh. 

H.  E.  Pratt,  Cavalier. 

Dr.  Frank  Woodbury,  Halifax. 

W.  A.  Eudaly,  Cincinnati. 

Dr.  L.  Haynes  Buxton,  Oklahoma  City. 

William  Hamilton,  Toronto. 

A.  A.  Morse,  Portland. 

H.  J.  Heinz,  Pittsburg. 


Seth  P.  Leet,  Montreal. 
T.  W.  Waterman,  Providence. 
J.  W.  Hannon.  Prince  Albert. 
William  E.  Pelham,  Newberry. 
Rev.  C.  M.  Dalev,  Huron. 
H.  M.  Hamill,  D.D.,  Nashville. 
Wm.  G.  Breg,  Dallas. 
Thomas  Weir,  Salt  Lake  City. 
D.  M.  Camp,  Newport. 
J.  R.  Jopling,  Danville. 
W.  Ralph  Coolev,  Spokane. 
W.  D.  Wood,  Seattle. 
Rev.  C.  Humble,  M.D.,  Parkersburg. 
S.  B.  Harding,  Waukesha. 
I.  C.  WTiipple,  Chevenne. 
Rev.  E.  B.  Turner,  Honolulu. 
Rev.  Robert  McLean,  San  Juan. 
Rev.  Homer  C.  Stuntz,  D.D.,  Manila. 
Rev.  Pedro  Rioseco,  Havana. 
Rev.  C.  Scott  Williams,  San  Luis  Potosi. 
^^^^_  , .    .      Rev.  W.  W.  McConnell,  San  Jose,  Costa  Rica. 

At  large,  representing  the  organization  of  the  negroes  in 
the  South:  Rev.  J.  A.  Whitted.  D.D.,  Raleigh.  N.  C;  Prof. 
I.  Garland  Penn,  South  Atlanta,  Ga.:  and  Rev.  S.  F.  Kings- 
ton, Selma,  Ala. 

THE  EXECUTIVE  ORGANIZATION 
Chairman,  W.  X.  Hartshorn,  120  Boylston  Street,  Boston, 

Mass. 
First  Vice -Chair  man,  E.  K.  Warren,  Three  Oaks,  Mich. 
Second  Vicc-Chairman,  E.  R.  Machum,  St.  John,  N.  B. 
Secretary,  George  R.  Merrill,  D.D.,  Minneapolis,  Minn. 


xiv  Official  Register 

Central  Committee 
W.  N.  Hartshorn,  Chairman,  Boston,  Mass. 
George  W.  Bailev,  Philadelphia,  Pa. 
A.  B.  McCriUis,  Providence,  R.  I. 
H.J.  Heinz,  Pittsburg,  Pa. 
H.  M.  Hamill,  Nashville,  Tenn. 

E.  R.  Machum,  St.  John,  N.  B. 
W.  A.  Eudalv,  Cincinnati,  Ohio. 

F.  A.  Wells,  Chicago,  111. 

G.  G.  Wallace,  Omaha,  Neb. 
G.  W.  Watts,  Durham,  N.  C. 

E.  K.  Warren,  Three  Oaks,  Mich. 

SUB-COMMITTEES 
Official  Report 
W.  X.  Hartshorn,  Chairman,  Boston,  Mass. 
H.  M.  Hamill.  Tenn.  I.  Garland  Penn.  Ga. 

\\\  B.  Jacobs,  111.  E.  J.  Rattee,  P.  E.  I. 

H.  H.  Bell,  Cal.  D.  M.  .Marrs,  Ind.  Ter. 

F.  W.  Adams,  Man.  J.  W.  Hannon,  Sask. 
W.  R.  Cooley,  Wash. 

Incorporation 
John  Stites,  Chairman,  Loviisville,  Kv. 
Seth  P.  Leet,  Que.  H.  J.  Heinz,  Pk. 

A.  H.  Mills,  111.  E.  R.  Machum,  X.  B. 

A.  A.  Morse,  Ore.  D.  M.  Camp,  Vt. 

E.  K.  Warren,  Mich.  H.  E.  Pratt,  N.  D. 

Work  among  the  Negroes 
X.  B.  Broughton,  Chairman,  Raleigh,  X.  C. 

B.  W.  Green,  Ark.  E.  K.  Warren,  Mich. 
J.  R.  Pepper,  Tenn.                                        John  Stites,  Kv. 

G.  W.  Watts,  N.  C.  J.  R.  Jopling,  Va. 

F.  L.  Mallary,  Ga.  H.  C.  Groves,  Fla. 

Special  Finance 
E.  K.  Warren,  Chairman,  Three  Oaks,  Mich. 
H.  J.  Heinz,  Pa.  W.  D.  Wood,  Wash. 

W.  A.  Tottle,  Md.  Thomas  Weir,  Utah. 

Geo.  W.  Bailev,  Pa.  J.  S.  Carroll,  Ala. 

A.  B.  McCrillis,  R.  I.  X.  T.  .\rnold,  Pa. 

International  Bible  Reading 
Frank  A.  Smith,  Chairman,  Haddonfield,  N.  J. 
George  W.  Bailey,  Pa.  L.  H.  Bu.xton.  Okla. 

W.  W.  Millan,  D.  C.  C.  P.  Ayre,  Ntd. 

G.  W.  Bingham,  N.  H.  S.  D.  Harding,  Wis. 

C.  H.  Cantwell,  Del.  A.  O.  MacRae,  Alberta. 

Education 

H.  M.  Hamill,  Chairman,  X'ashville,  Tenn. 
George  R.  Merrill,  Minn.  Pres.  E.  Y.  Mullins,  D.D.,  Kv. 

Frank  Woodburv,  N.  S.  D.  L.  Rader,  Ore. 

C.  Humble,  W.  Va.  Prof.  M.  G.  Brumbaugh,  Ph.D.,  Pa 

Pres.  W.  O.  Thompson,  D.D.,  Ohio.         Rev.  E.  M.  Fergusson,  X.  J. 

Primary 
A.  H.  Mills,  Chairman,  Decatur,  111. 
Joseph  Clark,  Ohio.  Geo.  W.  Bailey,  Pa. 

S.  H.  WilUanis,  Conn.  Don  Kinnev,  Kans. 

Frank  L.  Brown,  N.  Y.  L.  R.  Cook;  Me. 

R.  B.  Griffith,  X.  D.  W.  H.  Bowler,  Ida. 


Official  Register  xv 

Mexico 
Geo.  W.  Bailev,  Chairman.  Philadelphia,  Pa. 
W.  N.  Wiggins.  Tex.  '  F.  W.  Spencer,  N.  M. 

Wm.  G.  Breg,  Tex.  C.  G.  Trumbull,  Pa. 

Gail  Borden,  Cal.  C.  Scott  Williams,  Mex. 

Walter  Hill,  Ariz.  Janero  S.  Paz,  Mex. 

Theological  Seminaries 
George  R.  Merrill.  Chairman.  Minneapolis,  Minn. 
William  Horace  Dav,  Cal.  Pres.  George  B.  Stewart,  D.D.,  X.  Y. 

G.  G.  Wallace.  \eb.'  Pres.  Charles  E.  Miller,  Ohio. 

Sheldon  Jackson,  D.  C.  W.  I.  Shaw.  D.D.,  LL.D.,  D.C.L..  Que. 

D.  B.  Price,  Mont.  Pres.  J.  E.  Stubbs,  LL.D.,  Xev. 

Home  Department 
W.  A.  Duncan,  Chairman.  Syracuse,  X.  Y. 
Frank  L.  Brown,  N.  Y.  W.  E.  Pclham.  S.  C. 

S.  H.  Atwater,  Colo.  "  T.  W.  Waterman,  R.  I. 

C.  M.  Daley,  S.  D.  J.  F.  Hardin,  la. 

Noah  Shakespeare,  B.  C.  W.  Hamilton,  Ont. 

Adult  Bible  Classes 
.•\.  H.  Mills,   Chairman.    Decatur,    111. 
Joseph  Clark,  Ohio.  D.  E.  Wilson,  Miss. 

C.  M.  Campbell.  Cal.  A.  P.  George.  Mo. 

W.  C.  Hall.  Ind.  M.  A.  Hudson.  X.  Y. 

F.  W.  Adams,  Man.  McKenzie  Cleland,  111. 

Headquarters  Building 
W.  X.  Hartshorn,  Chairman.  Boston,  Mass. 
H.  J.  Heinz,  Pa.  Gail  Borden.  Cal. 

T.  T.  Maclaren,  Ont.  F.  A.  Wells,  111. 

'F.'L.  Mallan,-,  Ga.  M.  C.  Bridges,  La. 

John  Stites,  Ky.  I.  C.  Whipple,  Wyo. 

West  Indies 

Frank  Woodburv,  Chairman.  Halifax,  X.  S. 
Geo.  W.  Watts,  X.  C.  E.  E.  Hoss,  Tex. 

Frank  P.  Brown,  X.  Y.  R.  A.  Falconer,  N.  S. 

W.  A.  Eudaly,  Ohio.  Frank  P.  Hays,  Mo. 

John  Legg,  Mass.  J.  W.  Millard,  Ga. 

THE  INTERNATIONAL  STAFF 

General  Secretary,  Marion  Lawrance,  Toledo,  Oliio. 
Teacher-Training  Secretary,  W.  C.  Pearce,  Chicago,  111. 
Primary  and  Junior  Secretary,  Mrs.  J.  Woodbridge  Barnes, 

Newark,  X.  J. 
Field  Worker,  Mrs.  Mary  Foster  Bryner,  Peoria,  111. 
Field  Worker,  Rev.  W.  C.  Merritt,  Taconia,  Wash. 
Field  Superintendent  for  the  Xegroes,  Dr.  James  E.  Shepard, 

Durham,  N.  C. 
.Secretary  for  Mexico,  Rev.  E.  M.  Sein,  Puebla,  Me.x, 

THE  LESSON  COMMITTEE 

Chairman,  Rev.  John  Potts,  D.D.,  Toronto,  Ont. 
Secretary,  Rev.   A.  F.  Schauffler,  D.D.,    105  East  Twenty- 
second  Street,  New  York,  N.  Y. 
Rev.  B.  B.  Tyler,  D.D.,  Denver,  Colo. 


xvi  Official  Register 

Pres.  J.  S.  Stahr,  D.D.,    Lancaster,    Pa. 

Prof.  John  R.  Sampey,  D.D.,  LL.D.,  Louisville,  Ky. 

John  R.  Pepper,  Memphis,  Tenn. 

Rev.  Mosheim  Rhodes,  D.D.,  St.  Louis,  Mo. 

Bishop  H.  W.  Warren,  D.D.,  LL.D.,  Denver,  Colo. 

Rev.  Elson  L  Rexford,  M.A.,  LL.D.,  Montreal,  Que. 

Prof.  Ira  M.  Price,  Ph.D.,  Chicago,  111. 

Rev.  O.  P.  Gifford,  D.D.,  Buffalo,  N.  Y. 

Prin.  Wm.  Patrick,  D.D.,  Winnipeg,  Man. 

Prof.  Charles  R.  Hemphill,  D.D.,  Louisville,  Ky. 

Edwin  L.  Shuey,  M.A.,  Dayton,  Ohio. 

British  Section  of  Lesson  Committee 

Rev.  Dr.  S.  G.  Green,  London,  England. 

Charles  Waters,  Esq.,  London,  England. 

Edward  Towers,  Esq.,  London,  England. 

W.  H.  Groser,  B.Sc,  London,  England. 

Rev.  C.  H.  Kelly,  London,  England. 

Bishop  Frank  W.  Warne,  Calcutta,  India. 

Archibald  Jackson,  Melbourne,  Australia. 

F.  F.  Belsey,  Esq.,  J.  P.,  London,  England. 

Rev.  R.  Culley,  London,  England. 

Rev.  Dr.  Townsend,  Prestatyn,  North  Wales. 

Rev.  D.  C.  Macgregor,  M.A.,  London,  England. 

Rev.  Frank  Johnson,  London,  England. 

Rev.  S.  S.  Hershaw,  Leeds,  England. 

Rev.  S.  Alfred  Rowland,  LL.B.,  Saxinundham,  England. 

Fred  Taylor,  Esq.,  London,  England. 

THE    ELEMENTARY    COUNCIL 

Chairman,  igo2-igo^,  Mrs.  Alonzo  Pettit,  New  Jersey. 
Secretary,  Mrs.  J.  Woodbridge  Barnes,  New  Jersey. 
Elementary  Committee,  Mrs.  Alonzo  Pettit,  New  Jersey;  Mrs. 
M.  S.  Lamoreaux,  Illinois;   Mrs.  J.  A.  Walker,  Colorado. 

REPRESENTATIVES 
District  No.  i 

Quebec Miss  Christina  Davidson,  Montreal. 

New  Brunswick     .    .     .    Miss  Dorothy  Donald,  Sunny  Brae. 
Prince  Edward  Island,    Mrs.  A.  E.  Morrison,  Charlottetown. 

Nova  Scotia Mrs.  Stuart  Muirhead,  Halifax. 

Maine Miss  Cassie  Chambers,  Portland. 

New  Hampshire    .    .    .    Miss  Mary  F.  Dana,  Manchester. 

Vermont Miss  Mabel  E.  Carpenter,  Rutland. 

Massachusetts   ....    Miss  Lucy  G.  Stock,  Springfield. 
Rhode  Island     ....    .Mrs.  Mary  S.  Brown,  Providence. 

Connecticut 

District  No.  2 

New  York Miss  Minnie  E.  Dougherty,  Albany. 

New  Jersey Mrs.  Alonzo  Pettit,  Elizabeth. 

Pennsylvania     ....    Mrs.  M.  G.  Kennedy,  Philadelphia. 

Delaware Miss  Grace  Baird,  Wilmington. 

Maryland Mrs.  W.  Eason  Williams,  Baltimore. 


official  Register 


District  of  Columbia 

Virginia 

West  Virginia    .    .    . 


North  Carolina 
South  Carolina  . 
Georgia  .  .  .  , 
Alabama  .  .  . 
Tennessee  .  .  . 
Florida  .  .  .  . 
Mississippi     .    . 


Kentucky 
Indiana  . 
Michigan 
Ohio  .  . 
Ontario  . 
Illinois    . 


Minnesota 
South  Dakota 
North  Dakota 
Manitoba    .    . 
Wisconsin  .    . 


Kansas   . 
Missouri 
Nebraska 
Iowa  .    . 


Mrs.  W.  F.  Crafts,  Washington. 

♦Miss  Pearl  Teter.  Goshen. 

Miss  Martha  V.  Graham,  Wheeling. 

District  No.  3 

*Miss  Annie  Henley  Worth,  Raleigh. 
Mrs.  M.  A.  Carlisle,  Newberry. 
Mrs.  Mary  E.  Hatcher,  Atlanta. 
Miss  Minnie  E.  Kennedv,  Opelika. 
Mrs.  1^,  M.  Hamill,  Nashville. 
*Mrs.  W-  H.  Coats,  St.  Petersburg. 
*Miss  Hannah  Enster,  Natchez. 

District  No.  4 
Miss  Nannie  Lee  Frayser,  Louisville. 
Mrs.  E.  W.  Halpenny.  Indianapolis. 
Mrs.  G.  L.  Fox.  Grand  Rapids. 
Miss  Clara  L.  Ewalt,  Columbus. 
Mr.  O.  B.  Stanton,  Toronto. 
Mrs.  H.  L.  Hill,  Chicago. 

District  No.  5 
Mrs.  J.  E.  Hobart,  Minneapolis. 
Mrs.  .M.  V.  McGilliard,  Sioux  Falls. 
Mrs.  S.  P.  Johnson,  Grand  Forks. 
Miss  Helen  Palk,  Winnipeg. 
Mrs.  C.  P.  Jaeger,  Portage. 

District  No.  6 

Mrs.  R.  B.  Preuszner,  Lawrence. 
Miss  Mabel  L.  Bailey,  Rich  Hill. 
Miss  Mamie  Haines.  Lincoln. 
*Mrs.  B.  F.  Mitchell,  Des  .Moines. 


Louisiana  .  .  . 
Arkansas  .  .  . 
Indian  Territory 
Oklahoma  .  .  . 
Texas      .... 


District  No.  7 
Miss  Susie  M.  Juden,  New  Orleans. 
Mrs.  C.  C.  Henderson,  .\rkadelphia. 
Mrs.  H.  G.  Williams,  Muskogee. 
Miss  Elvira  E.  Clark,  Hobart. 
Mrs.  P.  G.  Dismukes,  Austin. 

District  No.  8 
Mrs.  J.  H.  Collier,  Cheyenne. 
Mrs.  E.  E.  Shepard,  Salt  Lake  City. 
Mrs.  J.  A.  Walker,  Denver. 
♦Mrs.  A.  C.  Shupe,  Albuquerque. 

District  No.  9 

Mrs.  C.  A.  Pratt,  Tacoma. 

Miss  Simima  Cameron,  Olds. 

♦Mrs.  A.  J.  Swain,  Boise. 

♦Mrs.  Lorena  A.  T.  Hodson,  Newberg. 

♦Mrs.  John  W.  Eddy,  Helena. 

Mr.  Noah  Shakespeare,  Victoria. 

District  No.  10 
Mrs.  C.  A.  Baskerville,  Los  Angeles. 
♦Miss  Sadie  Eastwood,  San  Francisco. 

♦Mrs.  J.  E.  Church,  Jr.,  Reno. 
District  No.  n 
Mexico ♦Mrs.  Wm.  Wallace,  Saltillo. 

Those  marked  ♦  are  superintendents;  the  others  were  appointed  by  state 
or  provincial  associations  as  representatives.  At  Toronto  were  included 
those  marked  ♦  because  they  were  superintendents  or  secretaries  and  so 
officially  recognized. 


Wyoming  . 
Utah  .  .  . 
Colorado  . 
New  Mexico 


Washington  (W.) 
.A.lberta  .... 
Idaho  .... 
Oregon  .... 
Montana  .  .  . 
British  Columbia 


California  (S.) 
California  (N.) 
Arizona  .  .  . 
Nevada  .    .    . 


viii  Official  Register 

FIELD  WORKERS'  ASSOCIATION 

President,  E.  A.  Fox,  General  Secretary  of  Kentucky. 
Secretary,  J.  H.  Engle,  General  Secretary  of  Kansas. 
Mernbership  Secretary  and  Treasurer,  C.  E.  Hauck,  General 

Secretary  of  Cook  County  (Chicago),  Illinois. 
District  V ice-Presidents : 

First,  W.  B.  Wilson,  Rhode  Island. 

Second,  W.  G.  Landes,  Pennsylvania. 

Third,  Judge  Joseph  Carthel,  Alabama. 

Fourth,  Dr.  Joseph  Clark,  Ohio. 

Fifth,  W.  H.  Irwin,  iManitoba. 

Si.xth,  C.  D.  Meigs,  Texas. 

Seventh,  J.  C.  Carman,  Colorado. 

Eighth,  B.  F.  Mitchell,  Iowa. 

Ninth,  Rev.  W.  C.  Merritt,  Washington. 

Tenth,  C.  R.  Fisher,  California. 
Additional    members    of    Executive    Conimittee:   W.     C. 

Pearce,  Chicago;  Rev.  E.  M.  Fergusson,   Newark;  E.  W. 

Halpenny,  Indianapolis;  B.  F.  Mitchell,  Des  Moines;  W. 

C.  Shafer,  Wheeling;  Stewart  Muirhead,  Halifax;  Dr.  J. 

E.  Shepherd,  Alabama. 
Central  Committee,  E.  A.  Fox,  J.  H.  Engle,  C.  E.  Hauck, 

Dr.    Joseph    Clark,    E.    W.    Halpenny,    W.    G.    Landes, 

Marion  Lawrance. 


EDITORIAL  ASSOCIATION 

President,  John  T.  McFarland,  D.D.,  New  York. 

Vice-President,  I.  J.  Van  Ness,  D.D.,  Nashville,  Tenn. 

Secretary,  C.  R.  Blackall,  D.D.,  Philadelphia,  Pa. 

Treasurer,  C.  S.  Albert,  D.D.,  Philadelphia,  Pa. 

Executive  Committee,  in  addition  to  the  above,  M.  C. 
Hazard,  Ph.D.,  Boston,  Mass,;  A.  L.  Phillips,  D.D., 
Richmond,  Va.;   Wm.  Briggs,  D.D.,  Toronto,  Canada. 


Division  I  —  Historical 


Part       I  —  The  Sunday-school 
Part     II  —  The  Uniform   Lesson 
Part  III  —  Conventions 


S  S 


nl  cS  1*    "r! 

§  ca  c  fij^ 


w   <U  ?J  -^X    > 

Id  -tJ  LJ  (u  O 

■g  i;  Ji  u  rt"^ 

0)^  ^i  "W 


c  c  g  ^„- 


H  o  s  aut:  X 


The  Development  of  the  Sunday-school 


THE    SUNDAY-SCHOOL 


Robert  Raikes  and  the  Eighteenth  Century 

GEORGE  R.  MERRILL,  D.D. 

The  closing  decades  of  the 
eighteenth  century  witnessed  a 
number  of  philanthropic  experi- 
ments in  England  with  the  chil- 
dren of  ' '  the  lower  classes. ' '  These 
sjtrung  for  the  most  part  out  of 
I'ity  for  their  degraded  condition 
and  apprehensions  for  the  secur- 
ity of  society,  and  were  fruitful  in 
good  results.  Only  one  of  them 
went  beyond  the  alleviation  of 
immediate  ills  and  grew  into  a 
movement. 

That  Robert  Raikes  became  the 
"founder  of  the  Sunday-school" 
while  Mofifat,  Webb,  Stock,  Crampton  and  others  who 
were  engaged  in  the  same  work  —  some  of  them  before 
him  and  with  perhaps  larger  local  success  —  did  not 
exceed  their  local  limitations,  is  due  in  part  to  Raikes' 
personality,  but  more  to  the  special  facilities  afforded 
by  his  business  and  its  connections. 

Robert  Raikes,  whose  personality  has  been  recovered 
for  us  by  his  latest  biographer,*  was  bom  in  1736,  the 
son  of  a  Gloucester  printer  and  editor,  and  inherited  his 
father's  occupation  and  position. 

*  Biographical  Notes  collected  by  Joseph  Harris.  Unpublished  Letters 
bv  Robert  Raikes,  Letters  from  the  Raikes  Family;  edited  by  Henry  Harris, 
with  an  introduction  by  Dean  Farrar.  —  New  York.  E.  P.  Button  &  Co. 
1899. 


Geo.  R.  Merrill,  D.D. 


2  The  Sunday-school 

He  is  pictured  as  a  "  fair,  well-looking  man,"  above 
mediura  height  and  comfortably  stout,  "  buckish  " 
and  "  stylish  "  in  appearance,  with  his  dark  blue  coat 
and  white,  buff  or  fancy  waistcoat  with  silver-gilt  bt;t- 
tons,  cambric  frills  and  ruffs,  nankeen  breeches,  white 
stockings  and  buckles  in  his  shoes.  He  was  accustomed 
to  carry  a  stick  in  his  hand  when  it  was  not  occupied 
with  his  gold  snuff-box  or  the  plain  horn  one  for  common 
use.  He  wore  "  a  brown  wig  with  a  double  row  of 
curls,"  and  a  three-cornered  hat. 

He  was  a  man  of  "  gay  and  joyous  temperament," 
an  affectionate  husband  and  father,  of  very  transjoarent 
character  and  social  instincts.  In  his  religious  views 
he  is  reported  as  "  evangelical,  with  a  leaning  toward 
mysticism."  He  was  "  a  good  business  man,  steady, 
methodical  and  very  tenacious  of  purpose,"  kindly  and 
benevolent,  but  not  without  a  touch  of  the  vanity  that 
often  marks  the  "  self-made  "  man. 

As  the  proprietor  of  the  only  printing-press  in  several 
counties  for  many  years,  he  was  brought  in  contact  with 
people  of  literary  tastes,  and  those  who  were  socially 
far  above  him.  As  a  newspaper  man  he  had  forced 
upon  his  attention  a  situation  that  courted  investigation 
and  which  under  investigation  could  not  fail  to  appeal 
to  his  benevolent  disposition  and  Christian  impulses. 

His  attention  seems  to  have  been  first  drawn  to  the 
deplorable  condition  of  the  prisons,  and  for  a  number  of 
years  his  efforts  were  put  forth  to  make  more  tolerable 
the  lot  of  those  confined  in  them,  especially  the  poor 
debtors.  From  these  he  advanced  to  the  study  of  the 
degraded  classes  from  which  there  was  coming  a  con- 
tinual procession  "  ripe  or  ripening  for  the  gallows." 
He  had  come  to  believe  that  their  degradation  was  due 
to  ignorance  and  idleness,  and  that  reformation  could 
be  secured  by  restraint  and  instruction  in  the  rudiments 
of  morality.  After  some  years  of  fruitless  efforts  with 
them,  at  some  time  before  1780  it  came  into  his  mind 
to  attempt  the  problem  through  the  children,  "  filthy, 


Robert  Raikes  and  the  Eisihteentli  Cciitnrv 


degraded,  with  the  pitiable  slum-bom  look  written  all 
over  their  faces,"  whom  he  saw  in  the  streets  of  the 
cathedral  town,  "  spending  their  Sundays  in  sports  and 
drinking,  with  lewd  and  brutal  songs."  Gloucester  was 
the  seat  of  the  pin  industry,  and  child-labor  was  largely 
employed.  On  Sunday  the  children  who  had  tcnled 
through  the  week  were  turned  loose  to  riot  in  all  sorts 
of  vice. 


Robert   Raikes'  House,  Gloucester,  England 

In  1780  he  began  an  experiment,  which  he  pursued 
without  publicity  for  three  years,  to  see  whether  these 
degraded  children  "  when  disciplined  and  instructed 
would  show  the  same  evidences  of  human  feelings  and 
instincts  as  those  more  favorably  situated,"  and  whether 
he  was  right  in  the  suggestion  that  had  come  to  him 
that  salvation  might  be  through  the  children. 

He  is  not  represented  as  sanguine  of  the  restilt,  and 
no  wonder.  If  contempf)rary  accounts  may  be  trusted, 
the  boys  he  first  gathered  in  "  Sooty  Alley,"  and  paid 


4  The  Sunday-school 

a  poor  woman  a  shilling  a  day  to  teach,  were  an  un- 
promising set.  There  was  not  much  encotiragement  in 
the  laughter  that  greeted  him  and  his  associate,  Mrs. 
Brandon,  as  they  passed  along  the  street  with  their 
charges,  and  the  cry,  "  Bobby  Wild  Goose  and  his 
ragged  regiment." 

But  at  the  end  of  three  j^ears  he  was  satisfied,  and  a 
great  scheme  of  popular  edtication  began  slowh^  to 
mature  in  his  mind.  Through  his  newspaper,  and  in 
other  ways,  he  had  secured  the  interest  of  such  men  as 
the  Wesleys  and  Whitefield,  and  on  November  3,  1783, 
the  birthda}^  of  the  Sunda3'-school  as  a  movement,  he 
published  an  editorial  in  his  paper,  and  began  to  exploit 
his  plans  in  the  weekl}^  issues,  and  in  the  popular  and 
influential  Gentleman  s  Magazine.  In  1784  there  were 
five  schools  in  Gloucester,  with  seventy-seven  boys  and 
eighty-eight  girls,  the  girls  uniformed  in  bonnets  "  which 
were  provided  for  them  after  they  were  civilized." 
These  schools  were  put  under  the  management  of  a 
"  board,"  and  the  rules  for  them,  prepared  by  Raikes, 
were  aimed  to  secure  personal  cleanliness  and  to  prevent 
cursing  or  swearing  in  church.  Sometime  before  1785 
he  prepared  and  published  a  text-book  for  these  schools, 
"  Redinmadesy  "  (Reading  made  easy),  whose  contents 
were  in  harmony  with  the  purpose  of  the  Sunday- 
school  as  described  by  a  contemporary,  "  to  furnish 
opportiuiities  of  instruction  to  the  children  of  the  poorer 
part  of  the  parish  without  interfering  with  any  industry 
of  the  week  days." 

In  four  years  the  number  of  scholars  in  these  schools 
in  the  kingdom  had  risen  to  250,000 ;  in  Newcastle  alone 
there  were  5,000.  The  improvement  in  the  morals  of 
the  children  and  in  the  conditions  that  produce  and 
encourage  vice  and  crime  were  remarkable. 

But  the  new  movement  was  not  to  go  without  oppo- 
sition. It  was  a  time  of  anxious  fears.  France  was 
"  under  the  shadow  of  the  guillotine,  and  England  was 
clamoring  for  m.ore  popular  franchises."     The  cry  was 


Robert  Raikcs  and  tlic  Eighteenth  Ceiitnrv  5 

raised  that  the  masses  must  be  kept  in  their  place. 
Even  the  Gentleman  s  Magazine,  which  had  been  the 
steadfast  ally  of  Raikes,  was  forced  to  admit  to  its 
columns  in  1797  a  fierce  onslaught  on  the  Sunday-school 
as  "  subversive  of  that  order,  that  industry,  that  peace 
and  tranquillity  which  constitute  the  happiness  of  society ; 
and  that  so  far  from  deserving  encouragement  and 
applause  it  merits  our  contempt,  and  ought  to  be  ex- 
ploded as  the  vain  chimerical  institution  of  a  visionary 
projector."  A  Scotch  preacher's  great  objection  is  "  the 
fear  that  they  will  destroy  all  family  religion."  Even 
the  friends  of  the  schools  feared  the  results,  and  in  1-788 
Raikes  wrote,  "  It  seems  as  if  I  had  discovered  a  new 
country  where  no  other   adventurer  chooses  to  follow." 

But  there  were  friends,  some  of  whom  saw 
farther  than  Raikes  and  his  plans  of  bringing  "  the 
savage,  unruly  elements  of  society  vinder  control  and 
providing  them  with  an  elementary  education."  As 
early  as  1784  John  Wesley  wrote:  "  Perhaps  God  may 
have  a  deeper  end  thereto  than  men  are  aware  of.  Who 
knows  but  what  some  of  these  schools  may  become  nur- 
series for  Christians." 

The  second  great  forward  step  in  the  eighteenth  cen- 
tury was  taken  in  Wales,  where  "  Charles  of  Bala," 
who  had  received  his  impulse  from  Rev.  Griffith  Jones  of 
Llanddowvon,  and  had  been  working  on  independent 
lines,  gathered  adults  as  well  as  children  into  the  Sunday- 
school  and  centered  its  intent  and  activity  in  the  study 
of  the  Bible.  He  was  the  first  to  devise  and  hold  public 
meetings  in  the  interest  of  the  Sunday-school,  so  that 
the  twentieth-century  ideal  of  many  was  approached, 
as  in  his  care  the  Sunday-school  "  wore  more*  the  aspect 
of  a  church  in  orderly  operation  than  a  school." 

Robert  Raikes  retired  from  business  in  1802;  in  1804 
the  "  freedom,  of  the  city  "  was  conferred  upon  him;  in 
181 1  he  died  after  an  illness  of  scarce  a  half  hour's  dura- 
tion. The  children  of  his  own  school  followed  his  body 
to  the  grave  and  sang  Stmday-school  hymns  as  they  v/ent. 


6  TJic  Sunday-school 

He  had  seen  his  company  of  twelve  boys  grow  to  an 
army  of  a  quarter  of  a  million,  the  movement  that  he 
originated  adopted  in  Wales,  Scotland,  Ireland  and 
America.  "  An  experiment  which  now  looks  so  simple 
and  so  humble  as  that  of  trying  to  Itire  these  ragged 
children  of  wretchedness  to  the  cathedral  service  and 
paying  some  poor  woman  a  shilling  a  day  to  teach  them, 
resulted  not  only  in  a  marked  improvement  in  morals 
among  the  children  of  Gloucester  and  a  general  amend- 
ment of  the  condition  of  the  city,"  but  gave  to  the 
nineteenth  century  and  the  world  the  most  potent 
instrament  for  moral  and  religious  advancement,  to  be 
passed  on  to  the  tv/entieth  century  for  a  development^ 
beyond  the  dreams  of  the  most  sanguine. 


Water  Carriers  and  Sellers  in  Jerusalem 
{From  Glimpses  of  Bible  Lands) 


Tlie  Nineteenth  Century  Sunday-school 


C.  G.  TRrMBUi-i. 


The  Nineteenth  Century  Sunday-school 

CHARLES  GALLAUDET  TRUMBULL 

When,  at  the  second  anni- 
versary of  the  American  Sunday- 
School  Union,  in  1826,  the  board 
of  managers  submitted  its  report 
upon  the  spiritual  condition  of 
its  flock  throughout  the  United 
States,  it  was  in  these  words: 
"  Your  auxiliaries  report  468 
teachers  and  532  scholars  as 
having  become  hopefully  pious 
since  the  last  "anniversary." 
Three  quarters  of  a  century 
later,  Marion  Lawrance  asked 
the  Eleventh  International  Sun- 
day-School Convention  at  Toronto  to  rejoice  with  him 
over  the  217,163  Sunday-school  pupils  who  had  united 
with  the  church  during  the  past  triennium. 

There  is  progress  here.  There  ought  to  be  in  seventy- 
five  years.  Yet  look  a  little  more  closely  into  the 
figures  mentioned,  and  see  what  the  percentages  reveal. 
The  532  pupils  whose  spiritual  condition  was  hopeful  in 
1826  were  from  a  constituency  of  135,074,  the  total 
number  of  pupils  then  under  the  influence  of  the  Sunday- 
School  Union,  —  at  that  time  the  only  American  national 
non-soctarian  Sunday-school  organization,  —  and  that 
report  was  for  one  year.  The  number  reported  in  1905 
as  having  united  with  the  church,  217,163,  is  from  a 
total  of  12,076,232  pupils,  and  is  for  three  years.  In 
round  numbers,  the  percentage  of  pupils  favorably 
reported  to-day  is,  for  one  year,  only  .006  of  the  total, 
while  seventy-five  years  ago  it  was  .004  of  the  total. 
These  percentages  are  only  suggestive ;  yet  they  would 
seem  to  suggest  either  a  high  standard  of  accomplish- 
ment in  the  old  days,  or  to  reveal  the  still  tremendous 
need  of  soul-winning  to-dav. 


8  The  Sunday-school 

A  field-glass  sweep  of  the  vision  back  through  the  nine- 
teenth century  discovers  plenty  to  rejoice  over  as  having 
been  outgrown  and  left  behind,  and  plenty  to  restrain  us 
from  vaunting  ourselves  overmuch  upon  our  "  modem 
discoveries." 

The  revi  val  of  the  Sunda3'-school  under  Robert  Raikes 
started  with  three  features,  two  of  which  were,  in  many 
schools,  comparatively  soon  dispensed  with:  the  paying 
of  teachers,  and  instruction  in  rudimentary  knowledge, 
such  as  spelling  and  reading.  The  third  feature  was  the 
limiting  of  the  Sunday-school  to  the  lower  classes. 
Raikes'  first  public  announcement  of  his  plans  deplored 
the  lawlessness  and  Sabbath-breaking  of  children  of  the 
lower  class,  and  continued:  "To  remedy  this  evil, 
persons  dtily  qualified  are  employed  to  instruct  those  that 
cannot  read:  and  those  that  may  have  learned  to  read 
are  taught  the  catechism  and  conducted  to  church." 
That  was  the  germ  of  the  modem  Sunday-school  in 
England  and  America  at  the  beginning  of  the  nineteenth 
centiir}'. 

Before  1810,  Sunday-school  teachers  were  working 
gratuitously  in  America,  as  they  had  been  twenty  years 
earlier  in  England.  It  is  interesting  to  compare  with 
to-day  what  was  estimated  in  1827  as  the  cash  value  of 
the  contribution  of  Sunday-school  teachers  to  the  edu- 
cation of  the  population.  "  At  thirty-three  cents  a 
Sabbath,  which  was  the  established  rate  when  Sunday- 
school  teachers,  as  at  the  first,  were  paid,"  the  American 
Sunday-School  Union  congratulated  itself  that  its  unpaid 
teaching  force  was  contributing  $903,697  annually 
toward  education.  To-day,  on  that  same  valuation,  the 
Sunday-school  officers  and  teachers  of  the  International 
field  are  contributing  826,717,210  annually.  But  what 
was  sensibly  noted  then  is  as  true  to-day,  that  "  some  of 
them  are  men  and  women  whose  services  money  would 
not  purchase." 

Though  paid  teaching  soon  disappeared,  as  late  as  1847 
an  English  worker  wrote:  "  We  hail  with  delight  the 


The  Xiuciccnth  Century  Sunday-school  9 

present  glorious  movement  in  favor  of  daily  education. 
May  it  soon  become  universal !  Teaching  reading  on  the 
Sabbath  will  then  be  abandoned." 

The  associating  of  the  Sundaj^-school  with  the  poorer 
classes  persisted  in  England  —  as  sho\N-Ti  by  the  term 
"Ragged  Schools"  —  much  longer  than  in  America. 
Dr.  Lyman  Beecher  was  one  of  the  first  in  America  to 
break  away  from  that  idea,  and  did  so  by  taking  his  own 
children,  in  1830  or  earlier,  to  Svmday-school,  and  by 
inducing  his  neighbors  to  follow  his  example. 

It  is  well  known  that  there  was  vigorous,  sometimes 
violent,  opposition  to  Sunday-school  work  at  the  outset 
in  both  England  and  America,  and  this  b}'  the  clergy  as 
well  as  b}'  the  laity.  Writing  of  a  Sunday-school  work- 
er's efforts  in  England  in  1798  a  historian  records:  "  The 
opposition  which  ]\Ir.  Cranfield  and  his  friends  encoun- 
tered in  this  district  was  dreadful.  Every  species  of 
insult  was  heaped  upon  them;  they  were  pelted  with 
filth  of  all  descriptions,  and  dirty  water  was  frequently 
thrown  out  of  the  windows  upon  their  heads."  And 
of  the  "  Edinburgh  Gratis  Sabbath  School  Society  "  a 
godly  man  who  was  working  with  its  members  wrote  to  a 
friend:  "  At  the  first  formation  of  the  society  for  the 
support  of  the  schools,  several  of  the  more  liberal  of  the 
clergy^  attended,  but  they  have  almost  all  deserted  us 
now,  and  are  beginning  to  look  upon  us  with  a  somewhat 
jealous  e^^e.  One  of  them  said  the  other  day  that  we 
were  striking  a  blow  at  the  very  vitals  of  the  Establish- 
ment by  means  of  these  schools.' 

Among  the  Chiu-ch  of  England  notables  who  attacked 
the  early  Sunday-schools  were  the  Bishop  of  Rochester 
and  the  Archbishop  of  Canterbury,  the  latter  being  "  the 
first  man  in  that  day  to  call  the  bishops  together  to 
consider  whether  something  cotild  not  be  done  to  stop 
this  great  enterprise."  In  America,  "in  1787  George 
Daughaday,  a  Methodist  preacher  in  Charleston,  S.  C, 
was  drenched  with  water  pumped  from  a  public  cistern, 
'  for  the  crime  of  cpnducting  a    Sundav-school  for  the 


lo  The  Siiiiday-scJiool 

benefit  of  the  African  children  of  that  vicinity.'  "  And 
the  incident  is  a  familiar  one  of  the  young  girl  in  Connec- 
ticut who,  about  1820,  gathered  a  little  Sunday-school 
in  the  church  gallery,  and  was  forbidden  by  the  church 
authorities  to  continue,  on  the  ground  of  its  desecrating 
God's  day  and  God's  house.  The  old  pastor  of  that 
church  shook  his  ivory-headed  cane  at  this  young  girl 
and  her  flock,  saying  in  indignation,  "  You  imps  of 
Satan,  doing  the  devil's  work!  " 

In  significant  contrast  with  that  attitude  of  arch- 
bishop and  minister  was  the  comment  of  Horace  Bush- 
nell,  perhaps  the  greatest  molder  of  theological  thought 
in  the  nineteenth  century,  when,  shortly  before  his 
deatli  in  1876,  he  said  eamesth^  to  one  whom  he  had 
earlier  tried  to  persuade  to  give  up  Sunday-school  work 
and  enter  the  ministry,  "  Now  I've  come  to  see  that  the 
work  you  are  doing  is  the  greatest  work  in  the  world." 
And  after  a  pause,  "  Sometimes  I  think  it's  the  only 
work  there  is  in  the  world."  And  as  indicating  the 
change  of  attitude  of  the  laity  toward  the  Sunday- 
school,  it  is  an  interesting  fact  that  four  Presidents  of  the 
United  States  since  1876  (Grant,  Hayes,  McKinley,  and 
Roosevelt)  have,  from  the  presidential  chair,  written 
special  messages  of  coiinsel  and  encouragement  to  the 
Sunday-school  workers  of  their  land. 

The  first  quarter  of  the  century  was  characterized  by 
great  attention  to  rote  memorizing  of  long  passages  of 
Scripture  and  catechism.  One  historian  notes  that  it 
Vas  common  for  pupils  to  learn  three  hundred  or  more 
verses  a  week.  A  formal  protest  against  this  in  America 
came  in  1826,  when  the  Siinday-School  Union  reported 
"  manifest  improvements  in  the  mode  of  conducting 
Sunday-schools  in  America  and  Great  Britain,"  one  im- 
provement being  "  the  limitation  of  Scripture  lessons  and 
the  allotment  of  the  same  lesson  to  the  class  or  classes." 
And  the  report  went  on,  with  sound  good  sense,  to  say 
that,  though  pleased  with  the  diligence  shown  in  com- 
mitting many  passages  to  memory,  the  number  of  verses 


The  Xiuctccuth  Century  Sunday-school  ii 

recited  was  no  unequivocal  evidence  of  the  advancement 
of  pupils  in  divine  knowledge;  and  it  therefore  recom- 
mended to  teachers  that  they  discourage  the  reciting  of 
Scripture  lessons  by  rote  merely  in  order  to  repeat  great 
numbers  of  verses,  and  endeavor  to  make  scholars  under- 
stand and  apply  to  themselves  the  truth  of  revelation. 
Yet  when  a  clear-headed  educator  a  few  years  ago 
warned  teachers  against  children's  parrot-memorizing  of 
the  Bible,  he  was  branded  as  an  enemy  of  our  fathers' 
blessed  practices. 

This  limiting  of  Scripture  passages  for  study  and  assign- 
ing of  the  same  lesson  to  all  the  pupils  of  one  class,  or 
even  the  same  lesson  to  several  classes,  marked  the 
emergence  from  the  confusion  and  lack  of  system  of  the 
early  days  into  what  was  destined  to  become  the  simplest 
and  greatest  system  of  world-encircling  Bible  study  the 
ages  have  yet  known.  The  adoption  of  the  Uniform 
Lessons  in  1872  made  possible  a  steadily  improving  liter- 
ature, both  book  and  periodical,  as  an  aid  to  the  Bible 
study  of  teachers  and  pupils,  and  for  the  equipment  of 
teacher  and  superintendent  in  methods  of  work,  that 
has  contributed  more  to  Sunday-school  progress  than 
any  other  one  agency  apart  from  the  Uniform  Lesson 
system  itself. 

There  were  quaint  ideas  on  grading  in  those  early 
days,  yet  perhaps  necessary  because  of  the  conditions 
that  existed.  About  the  middle  of  the  century  an 
essay  that  won  an  English  prize  of  one  hundred  povmds 
oflfered  for  the  best  Book  of  Practical  Instruction  for 
Sunday-School  Teachers,  urged  the  following  grades  as 
the  result  of  many  years  of  experience:  "The  Infants," 
from  two  to  seven  years  old;  "The  I  ignorant,"  those 
from  seven  upwards  who  are  not  able  to  read  well ; 
"The  Instructed,"  those  from  seven  to  fifteen  who  can 
read;  "The  Adults,"  those  over  fifteen.  Here  certainly 
was  good  counsel:  "  Each  of  these  divisions  should  be 
taught  in  separate  rooms,  and  on  totally  different 
methods."     The  writer  calls  this  mode  of  classification 


12  The  Sunday-school 

"  the  natiiral,"  as  far  better  than  the  usual  one  of 
separating  the  sexes,  condemned  as  "  the  artificial  " 
way. 

In  England,  in  1820,  a  flourishing  "'  Infant  School," 
numbering  two  hundred,  under  the  guidance  of  a  Mr. 
and  Mrs.  Wilderspin  as  master  and  mistress,  was  employ- 
ing  with   great   success   methods   described   as   follows: 

"  The  children  are  all  ordered  to  sit  on  the  ground, 
which  they  readily  obey;  they  are  then  desired  to  take 
hold  of  their  toes,  which  being  done  they  are  desired  to 
count  one  hundred,  or  as  many  as  may  be  thought 
proper,  which  they  do  by  lifting  up  each  foot  alternately, 
all  the  children  counting  at  one  time.   .   .   . 

"  They  also  learn  the  pence  and  multiplication  tables 
by  forming  themselves  in  circles  around  a  number  of 
young  trees  that  are  planted  in  the  playground.  ...  As 
soon  as  they  are  assembled  round  the  trees  they'  join 
hands  and  walk  round,  every  child  saying  the  multipli- 
cation table  until  they  have  finished  it ;  they  then  let  go 
hands  and  put  them  behind,  and  for  variety's  sake  sing 
the  pence  table,  the  alphabet,  hymns,  etc.,  etc.;  thus 
the  children  are  gradually  improved  and  delighted." 

Before  1830,' several  accompaniments  and  methods  of 
the  twentieth  century  Sunday-school  were  in  operation. 
The  Sunday-school  library  had  been  recognized  as  a 
powerful  ally  in  right  teaching  and  interest-holding; 
and  with  its  recognition  came  the  need  of  its  supply, 
resulting  in  the  writing  and  publishing  of  children's 
books  of  a  character  that  had  been  practically  unknown 
before. 

"  Advanced  "  Bible  classes  were  forming  and  were 
urged  for  those  who  had  enjoyed  the  advantages  of  the 
religious  instruction  which  the  Sunday-schools  afford, 
and  had  arrived  at  a  suitable  age. 

Definite  temperance  work  in  the  Sunday-school  was 
coming  into  prominence,  and  Sunday-schools  were 
"  reported  as  having  voluntarily  formed  themselves 
into  temperance   associations,  on  the  principle  of  entire 


The  Nineteenth  Century  Sunday-school  13 

abstinence.''  The  letter  of  an  individual  Sunday-school 
worker  in  Cincinnati,  in  1830,  told  of  a  Sunday-school 
having  been  opened  directly  over  a  grocery  from  which 
the  neighborhood  furnished  itself,  on  the  Sabbath,  with 
ardent  spirits.  On  the  first  Sabbath  of  the  school  the 
store  opened  as  usual,  but  the  storekeeper,  hearing  the 
singing,  went  upstairs  to  investigate.  Next  Sunday 
the  store  was  closed.  The  neighbors  besieged  the  house 
for  their  accustomed  Sunday  drink,  but  the  storekeeper, 
who  had  taken  his  seat  again  in  Sunday-school,  "  uni- 
formly sent  down  word  to  his  customers,  '  I  can  sell  no 
more  liquor  on  Sunday.'  "  And  the  correspondent 
concluded  discerningly:  "  Here,  we  think,  is  happily 
illustrated  the  effects  of  the  Sunday-school  system." 

Do  we  find  a  foregleam  of  modem  conditions  in  the 
statement  of  those  days  that  "  the  extreme  youth  of 
some  teachers  occasions  anxiety  to  many  friends  of 
Sunday-schools"?  It  was  wisely  recommended  that 
some  place  be  found,  if  possible,  for  such  teachers,  but 
that  they  be  not  placed  over  the  youngest  pupils,  who 
deserve  the  best  instruction. 

In  that  first  third  of  the  century  a  resolution  was 
offered  by  a  Methodist  minister,  seconded  by  a  Baptist 
minister,  contemplating  "  with  high  satisfaction  the 
increasing  interest  manifested  by  the  ministers  of  the 
gospel  in  the  prosperity  of  the  Sunday-schools,"  and  at 
another  time  it  was  formally  urged  that  "  every  minister 
should  make  of  himself  a  complete  Sunday-school 
teacher." 

We  are  prone  to  feel  that  only  recently  has  the  Sun- 
day-school come  to  be  recognized  as  the  God-ordained 
institution  that  it  is,  and  properly  supported  by  the 
choicest  laymen  as  well  as  the  ministry.  Yet  in  the 
years  1827-28  there  were,  among  the  vice-presidents  of 
the  American  Sunday-School  Union,  the  governor  of 
New  Hampshire,  the  governor  of  Maine,  a  judge  of  the 
United  States  District  Court  at  St.  Louis,  the  governor 
of  Illinois,  and  a  justice  of  the  Supreme  Court  of  the 


14  TJic  Siinday-schocl 

United  Sjtates,  —  the  last  named  being  Bushrod  Wash- 
ington, a  nephew  of  George  Washington.  Judge  Wash- 
ington was  particularly  active  in  his  interest  in  the 
welfare  of  the  society.  It  is  not  strange  that  with  such 
support  at  that  time  the  society  should  have  "  Resolved, 
That  the  concurrence  of  public  sentiment  in  the  design 
and  execution  of  the  Sunday-school  plan  of  instruction 
is  highly  encouraging  as  the  warrant  of  its  ultimate 
triumph  in  the  United  States  and  the  v/orld." 

A  few  years  later,  in  1832,  at  the  First  National  Con- 
vention in  New  York,  the  training  of  pupils  to  become 
teachers  was  under  discussion,  and  "  the  entire  con- 
gregation in  the  Sunday-school  "  was  recognized  as  the 
right  aim.  Teachers'  libraries  were  recommended  to 
the  schools;  systematic  visitation  of  neighborhoods  to 
bring  in  scholars  was  counseled;  and  weekly  teachers' 
meetings  for  study  were  approved.  And  in  1869,  at  the 
Fourth  National  Convention,  elaborate  plans  for  an 
International  Sunday-School  Normal  College  were  sub- 
mitted, while  the  whole  subject  of  teacher-training  had 
large  place.  Edward  Eggleston  then  pointed  out  the 
imperative  need  that  the  theological  seminaries  be 
thoroughly  awake  to  the  matter.  Three  years  later 
H.  Clay  Trumbull  was  engaged  to  deliver  two  lectures 
on  Sunday-school  work  before  Yale  Theological 
Seminary. 

What  was  called  the  "  private  Sunda3'-school  "  plan, 
Avhich  had  considerable  prominence  in  1833,  may  have 
had  in  it  the  germs  of  the  later  Home  Class  and  Home 
Department.  It  was  that  individual  workers  should 
instruct  in  their  own  homes  "  wild  and  wandering  chil- 
dren "  who  would  be  more  willing  to  come  there  than  to 
a  Sunday-school. 

As  early  as  1833,  the  Second  National  Convention 
heartily  approved  the  plan  recommended  by  the  Ameri- 
can Sunday-School  Union  that  the  approaching  Fourth 
of  July  be  celebrated  by  "  a  systematic  and  simultaneous 
canvas''  of  the  entire  country  by  Sunday-school  workers, 


The  X iuciccnth  Century  Sunday-school  15 

to  obtain  scholars  and  to  enlist  the  sympathy  of  parents." 
And  in  one  day,  April  20,  1856,  the  entire  city  of  London, 
England,  was  canvassed  in  a  house-to-house  visitation. 

Has  there  been  any  better  plan  devised  for  teaching 
boys  than  one  that  was  set  forth  at  a  New  York  state 
convention  in  1858,  whose  method,  noted  then  as 
"  somewhat  peculiar,"  was  reported  as  follows?  "  The 
first  thing  he  set  out  to  do,  was  to  secure  the  affections 
of  the  boys.  Then  he  made  it  a  rule  to  spend  six  hours 
every  week  in  the  study  of  the  lesson.  Xext,  he  en- 
deavored to  secaire  the  cooperation  of  their  parents,  by 
visiting  them  in  turn  at  least  once  a  month.  He  kept  a 
large  class-book,  in  which  all  the  entries  were  made  with 
as  much  care  and  with  almost  as  much  minuteness  as  in 
his  counting-room  ledger.  Ever}'  morning  and  night,  he 
took  that  class-book  with  him  into  a  retired  chamber, 
and  knelt  over  it  in  praj'cr  to  God,  praying  for  each 
boy  by  name." 

There  has  been  some  experimenting  recently  in 
attempts  to  conduct  the  Sunday-school  session  more 
closely  after  the  manner  of  the  day  school,  as  regards 
grades  and  curriculum.  But  it  would  seem  that  no 
good  results  have  been  gained  in  such  Sunday-schools 
that  are  not  being  gained  in  even  greater  measiire  in 
Sunday-schools  that  are  conducted  in  recognition  of  the 
truth  that  there  is  (in  practice,  whether  in  ideal  or  not) 
a  fundamental  difference  between  the  aim  of  the  secular 
school  and  the  Sunday-school.  Contact  with  character, 
not  contact  with  a  curriculum,  is  the  strength  of  the 
Sunday-school  to-day,  as  it  has  been  throughout  the 
nineteenth  century. 

The  Sunday-school  as  it  is  to-day  is  the  richly  endowcti 
child  of  a  century  whose  earliest  workers  planned  well 
and  foresaw  much.  It  is  easier  to  say  what  of  the 
manifold  and  effective  modem  methods  of  work  are  not 
new,  than  what  are.  Yet  the  extent  of  the  work,  the 
helps  available  for  the  workers,  the  efficiency  of  the 
local    school,    and    the    momentum   of    the    organized 


1 6  The  Sunday-school 

movement,  are  new  to-day  in  their  increased  and  increas- 
ing power  for  good.  The  approved  architecture  of  the 
Sunday-school  building  of  to-day,  and  the  approved 
architecture  of  the  teacher's  and  superintendent's 
spiritual  and  intellectual  equipment,  are  combining  to 
build  character  with  less  waste  and  friction  than  ever 
before.  The  best  of  the  methods  and  the  ideals  of  our 
fathers  are  found  to-day  in  the  average  Sunday-school. 
There  are  now  thousands  of  schools  throughout  North 
America  that  are  sensibly  graded,  from  Cradle  Roll, 
Beginners'  and  Primary  Department,  up  through  adult 
classes  to  the  Home  Department,  each  department  with 
its  own  superintendent  and  separate  rooms.  Such 
schools  have  their  weekly  teachers '-meetings  for  the 
study  of  the  lesson,  and  their  teacher-training  class 
where  those  who  are  not  yet  teachers  study  to  become 
so.  Ministers  and  seminaries  are  recognizing  in  the 
Sunday-school  the  strategic  center  of  their  campaign, 
and  are  giving  of  their  best  to  it. 

Such  organization  of  Sunday-school  forces  as  exists  in 
the  state  of  Ohio,  where  at  its  latest  convention  seventy- 
five  of  the  eighty-eight  counties  were  reported  as  "  ban- 
ner counties,"  having  fulfilled  all  of  the  nine  conditions 
that  set  the  high  "  banner  "  standard,  has  never  before 
been  known  in  the  history  of  Sunday-school  progress. 
Such  an  international  Sunday-school  organization  and 
convention  as  that  whose  story  is  told  in  this  unique 
volume  marks  a  new  epoch  in  events.  Yet  even  to-da^^'s 
convention  spirit  is  an  inheritance  from  the  pioneers. 
When  the  First  National  Convention  assembled  in  New 
York  in  1832  there  were  hardly  two  hundred  miles  of 
railroad  operating  in  the  United  States,  and  it  was  the 
year  of  Asiatic  cholera  in  New  York.  But,  of  the  twent}''- 
eight  states  and  territories  then  in  the  Union,  fourteen 
were  represented  at  the  convention,  by  two  hundred 
and  twenty  delegates.  How  glad  those  tough-fibered 
forefathers  of  ours  would  have  been  could  they  have 
looked  down  the  years  to  an  international  convention  of 


The  Nineteenth  Century  Sunday-school  17 

1905,  and  have  read  the  general  secretary's  report,  with 
its  record  of  Sunday-school  organization  in  fifty-eight 
states  and  provinces,  in  more  than  2,000  counties,  and  in 
10,000  townships;  and  of  an  army  of  120,000  people 
taking  active  part  in  the  campaign  of  organizing  the  con- 
tinent for  Bible  study  and  character-training! 

The  estimated  number  of  Sunday-school  pupils  in  the 
United  States  in  1826  was  180,000;  in  the  world,  1,080,- 
000.  In  1905  the  number  of  Sunday-school  pupils  in  the 
United  States  is  reported  as  11,251,009;  in  the  world,  as 
22,648,428.  Comparing  these  figures  with  the  popula- 
tion of  the  United  States  then  and  now,  we  find  that  in 
1826,  1.8  per  cent  of  its  9,638,453  souls  were  pupils  in  the 
Sunday-school;  and  in  1905,  i4-7  per  cent  of  its  76,303,- 
387  sovils  are  pupils  in  the  Sunday-school.  There  is 
advance  of  a  most  substantial  character,  the  proportion 
of  Sunday-school  pupils  to  the  population  of  the  United 
States  to-day  being  eight  times  what  it  was  eighty  years 
ago. 

*  *  *  *  * 

Almost  forty  years  ago  H.  Clay  Trumbull  wrote  con- 
trasting the  condition  of  Sunday-school  affairs  then  with 
their  condition  forty  years  earlier.  One  was  impressed, 
he  said,  with  the  sagacity  and  foresight  of  the  men  who 
planned  in  1832,  and  with  the  magnitude  and  glory  of 
the  cause  represented  in  1872;  that  contrast  indicated 
the  growth  of  the  Sunday-school  system  in  America 
during  forty  years.  "  Who  shall  say,"  he  asked,  "  what 
is  to  be  its  growth  in  the  next  forty  years?  " 

Thirty-three  of  that  "  next  forty  "  have  passed.  The 
sagacity  and  faith-lighted  foresight  of  the  men  of  '32 
are  not  one  whit  dimmed  by  the  brilliancy  of  the  Sunday- 
school's  present  and  future.  The  magnitude  and  glory 
of  the  cause  as  it  was  in  '72  are,  under  God,  enlarged  and 
exalted  to  a  degree  perhaps  not  foreseen  even  thirty 
years  ago.  Men  and  women  whose  services,  like  the 
pioneers,  no  money  could  purchase,  and  who  are  making 


1 8  The  Sunday-school 

history  in  every  so-called  secular  walk  of  life,  are  to-day, 
as  four-score  years  ago,  giving  of  their  best  to  the 
Sunday-school  as  their  chief  interest  in  life ;  but  to-da}^ 
in  greater  numbers  than  ever  before.  The  simple,  God- 
ordained  ideal  of  the  Sunday-school,  Bible  study  for 
character-building,  is  unchanged.  The  organizing  ma- 
chinery of  the  great,  world-encircling  movement  is 
improved  and  extended.  The  methods  of  work  within 
the  school  are  not  essentially  new;  and  they  are  not 
likely  to  grow  more  complex,  but  rather  simpler,  as  the 
years  go  on.  The  goal  will  remain  the  same  until  the 
Kingdom  shall  have  come:  to  bring  every  unsaved  soul 
to  Christ,  and  to  train  every  saved  soul*  in  Christ  through 
his  Word. 


On  the  Watch-Towkr.  —  Isa.  21 :  S 
(^From  Glimpses  of  Bible  Lands) 


Organised  Primary  Work 


19 


Organized  Primary  Work.      1870-1905 

Mrs.  J.  WOODBRIDGE  BARNES 


S.  W.  Clark 


Mrs.  S.  W.  Clark 


The  first  primary  teachers'  meeting  was  organized 
in  St.  Paul's  M.  E.  Church,  Newark,  N.  J.,  February  19, 
1870,  with  Mr.  C.  T.  Miller  as  president  and  Mrs.  S.  W. 
Clark  (mother  of  Dr.  Joseph  Clark)  as  secretary.  At 
this  meeting  Mr.  S.  W.  Clark  gave  a  lesson  to  a  class 
from  the  infant  school  of  the  church,  of  which  Mrs. 
Clark  had  been  the  teacher  for  nearly  three  years. 
Three  months  later  the  nucleus  of  the  Newark  Primary 
Union  —  "  The  Mother  Union  "  —  was  planted  in  Mrs. 
Clark's  home,  and  for  ten  years  she  was  its  president 
and  instructor.  Early  in  February,  187 1,  the  New 
York  Union,  or  Association,  as  it  was  then  known,  was 
formed  and  was  presided  over  by  Mrs.  W.  F.  Crafts, 
a  successful  and  popular  writer  of  primary  lesson  helps. 
To  her  belongs  the  honor  of  inaugurating  the  national 
work.  Upon  the  organization  of  the  National  Primary 
Union  as  a  result  of  her  work,  in  Philadelphia  in  1884, 
she  was  made  the  first  president,  and  served  fifteen 
years. 

Following  the  New  York  Association,  the  Philadel- 
phia Union  was  organized  April  26,  1879,  with  Mr. 
Israel  P.  Black  as  president,  and  a  little  more  than  two 


20  The  Sunday-school 

years  later,  in  October,  1881,  the  Washington  Union 
was  organized. 

Mr.  and  Mrs.  S.  W.  Clark  were  very  active  in  the  early 
work  in  Newark.  Mrs.  Clark  later  served  for  twenty-five 
years  as  president  and  instructor  of  the  New  York  City 
Primary  Union,  in  which  many  of  the  best  primary 
teachers  of  those  years  received  their  training.  She 
resides  with  a  son,  Dr.  E.  L.  Clark,  of  Media,  Pa.,  where 
in  a  sweet  old  age  she  maintains  her  interest  in  the 
marvelous  development  of  the  primary  work. 

To  Mr.  S.  W.  Clark  belongs  the  honor  of  introducing 
the  blackboard  in  Sunday-school  instruction.  This 
was  in  the  early  "  sixties,"  and  though  the  innovation 
was  criticised  as  secularizing  .  Bible  teaching,  Mr.  Clark 
soon  proved  that  the  blackboard  could  be  utilized  to 
teach  "  through  the  eye  to  the  heart,"  as  well  as  "  through 
the  eye  to  the  mind." 

Mr.  Clark  was  for  more  than  thirty  years  secretary 
of  the  New  Jersey  Sunday-School  Association.  He 
died  in  1902. 

The  story  of  the  development  of  primary  work  may 
be  epitomized  by  periods  as  follows: 

1884.  The  National  Primary  Union,  organized  May  13, 
Philadelphia,  Pa.,  in  connection  with  the  fifth  anniver- 
sary of  the  Philadelphia  Union.  Officers  were  elected 
representative  of  the  unions  then  in  existence,  and  the 
organization  was  announced  at  the  International  Sunday- 
school  Convention  at  Louisville,  in  June.  Through  cor- 
respondence and  leaflets  the  organization  sought  to  form 
other  unions  and  assist  the  primary  workers  throughout 
the  land.  The  work  was  supported  by  the  voluntary 
contributions  of  the  unions. 

1887.  The  International  Primary  Union,  organized  in 
connection  with  the  International  Sunday-school  Con- 
vention at  Chicago,  in  June.  The  term  "  National  " 
did  not  include  Canada,  hence  change  in  scope  of  organi- 
zation. Representation  by  unions  constituted  the  gov- 
erning committee.     Supported  financially  by  the  unions. 


Organized  Primary  Work  21 

1896.  International  Primary  Department,  created  at 
the  International  Sunday-school  Convention  at  Boston, 
in  Jiine.  Reorganization  of  the  International  Primary 
Union  effected  and  this  new  name  given  that  it  might 
become  auxiliary  to  the  International  Sunday-school 
Association,  according  to  resolution  of  the  International 
Executive  Committee  as  follows:  "  The  adoption  of  the 
International  Primary  Union  as  a  department  of  our 
work  and  that  states  and  counties  do  adopt  those  unions 
within  their  respective  bounds  as  auxiliaries."  Repre- 
sentation in  governing  committee  changed  from  unions 
to  one  representative  from  each  state  and  province,  to 
which  was  added  the  chairman  of  the  Internationa]  Ex- 
ecutive Committee  of  the  International  Sunday-school 
Association,  who  also  represented  that  committee  on 
the  central  committee  of  the  International  Primary  De- 
partment; this  central  committee  conducted  the  work 
during  the  triennium.  Though  auxiliary  to  the  Inter- 
national Sunday-school  Association,  the  financial  support 
was  by  the  unions. 

1899.  International  Primary  Department  was  accorded 
partial  supi)ort  from  the  International  Sunday-school 
Association,  at  the  International  Convention  at  Atlanta, 
in  April.  A  secretary  was  secured  by  the  International 
Primary-  Department,  for  part  time. 

1902.  International  Primary  Department  incorporated 
with  the  International  Sunday-school  Association  at 
International  Sunday-school  Convention  at  Denver,  in 
June.  The  growth  of  the  work  of  department  necessitated 
new  plans  for  its  conduct,  increased  financial  support 
being  essential  and  the  need  for  work  on  the  field  be- 
coming more  apparent.  Committee  of  Adjustment  was 
appointed,  three  from  the  International  Primary  Depart- 
ment and  three  from  the  International  Executive  Com- 
mittee. The  financial  support  was  assumed  by  the 
International  Executive  Committee,  the  unions  making 
their  contributions  directly  to  the  International  Associ- 
ation Treasurer.     The  plan  of  representation  by  state 


2  2  The  Sunday-school 

and  province  was  retained.  A  secretary  to  carry  on  the 
work  was  chosen  by  the  International  Executive  Com- 
mittee, and  a  Primary  Committee  from  within  the  Ex- 
ecutive Committee  was  appointed  in  charge  of  the  work 
for  the  triennium.  This  committee  worked  in  conjunc- 
tion with  the  Committee  of  Adjustment. 

1905.  The  International  Primary  Department  com- 
pletes change  of  plan  of  organization  begun  at  Denver. 
The  plan  as  suggested  by  the  Committee  of  Adjustment 
was  unanimously  adopted  by  the  International  Primary 
Department  and  by  the  International  Executive  Com- 
mittee of  the  International  Sunday-school  Association, 
at  the  International  Sunday-school  Convention  at 
Toronto,  in  June.  The  resolution  as  presented  was  as 
follows:  "  Resolved,  That,  subject  to  the  approval  of  the 
Executive  Committee  of  the  International  Sunday-school 
Association,  this  body,  composed  of  one  representative 
from  each  state  and  province  appointed  by  the  state 
or  province,  which  has  been  called  the  Executive  Com- 
mittee of  the  International  Primary  Department,  be 
hereafter  known  as  the  Elementary  Cotmcil  of  the 
International  Sunday-school  Association.  This  Council 
shall  meet  triennially  at  the  time  of  the  International 
Convention  and  elect  a  committee  of  three  to  serve  as 
an  advisory  committee  with  the  Elementary  Commit- 
tee appointed  by  the  International  Executive  Committee 
in  the  supervision  of  the  elementary  grades.  One  mem- 
ber of  this  committee  shall  be  elected  as  chairman  of  this 
Elementary  Council."  The  financial  support  is  provided 
for  in  the  same  manner  as  during  the  last  triennium. 

Officers  of  the  International  Primary  Department 
1884-1905 

Presidents:  1884-1899,  Mrs.  W.  F.  Crafts,  Washing- 
ton, D.  C.  1899-1902,  Mrs.  W.  J.  Semelroth,  St.  Louis, 
Mo.      1 902-1 905,  Mrs.  J.  A.  Walker,  Denver,  Colo. 

Secretaries  :  1 884-1 887,  Mr.  Frank  Hamilton,  Washing- 
ton,   D.    C.       1887    (June   to    November),   Mr.   W.   N. 


Organized  Primary  Work 


23 


Hartshorn,  Boston.  1887-1889,  Mr.  F.  P.  Shumway, 
Boston.  1889-1891,  no  secretary.  1891-1893,  Mr.  I.  P. 
Black.  1893-1896,  Miss  Bertha  F.  Vella.  1896- 
1903,  Mr.  I.  P.  Black.      1903-1905,  Mrs.  J.  W.  Barnes. 

Chairtuan  Executive  Committee:  1884-1899,  former 
presidents.      1899-1905,  Mrs.  J.  Woodbridge  Barnes. 

Elementary  Council:  1905-1908  —  chairman,  Mrs. 
Alonzo  Pettit,  New  Jersey;  secretary,  Mrs.  J.  Wood- 
bridge  Barnes,  Newark,  N.  J. 

Advisory  Members  of  Elementary  Committee:  Mrs. 
Alonzo  Pettit,  New  Jersey;  Mrs.  M.  S.  Lamoreaux, 
Illinois;    Mrs.  J.  A.  Walker,  Colorado. 


Black 


Few  leaders  are  so  greatly  beloved 
as  Mr.  Israel  P.  Black,  associated 
with  Primary  Union  work  from  its 
inception  to  his  death,  May  22,  1903. 
For  over  thirty-two  years  a  primary 
teacher  in  Philadelphia,  the  county 
primary  superintendent  of  his  own 
county,  the  first  president  of  the 
Philadelphia  Union,  organized  in 
1879,  the  faithful  secretary  of  the 
International  Union,  1891-1S93,  and 
of  the  International  Primary  De- 
partment, 1 896-1 903,  he  occupied  a  position  of  influence 
and  power  in  relation  to  the  organized  primary  work 
of  the  country.  His  early  writings  in  the  Sunday  School 
Times,  and  his  later  contributions  to  the  World's  Evangel 
and  other  i^ublications,  his  book,  "  Practical  Primary 
Plans,"  his  lesson  exposition  for  the  primary  and  junior 
teachers  in  connection  with  the  Westminster  press,  his 
editorship  of  the  International  Primary  Bulletin  for  seven 
vears,  together  with  his  immense  correspondence, 
helped  to  make  him  known  as  a  leader,  teacher  and 
friend  of  all  teachers  of  children. 


24       -  The  Smiday-school 


"From  Our  Muster- Roll  of  Heroes" 

HENRY  C.  McCOOK,  D.D.,  LL.D. 

How  interesting  it  would  be  if  one  could  call  the  roll 
of  those  fathers  and  founders  of  organized  Sunday- 
school  work  in  America,  the  van  of  that  great  army  of 
workers  here  represented  in  this  triennial  congress! 
But  time  will  not  permit,  nor  indeed  would  your 
speaker's  personal  knowledge  allow,  a  fitting  response. 
But,  following  the  method  of  that  splendid  roll-call 
of  worthies  in  the  nth  of  Hebrews,  a  few  typical  names 
may  be  noted. 

The  president  of  the  convention  of  1832  was  Theodore 
Frelinghuysen  of  New  Jersey.  He  was  well  worthy  to 
head  the  list  of  that  noble  company  of  men  who  have 
presided  over  your  deliberations.  He  was  a  stately 
gentleman  of  the  old  school  of  manners,  son  of  a  Revo- 
lutionary patriot  and  senator  of  the  United  States, 
whose  moral  worth  and  talents  he  inherited.  Although 
chancellor  of  the  University  of  New  York  and  president 
of  Rutgers  College,  he  deemed  it  an  honor,  as  so  many 
American  statesmen  have  done,  to  serve  his  divine 
Master  as  a  teacher  of  Sunday-school  children. 

Lucius  Hart  of  New  York  was  a  delegate  to  the  first 
convention,  and  lived  to  see  the  advent  of  the  Inter- 
national lesson  system.  No  man  better  deserved 
the  honorable  biblical  degree  "T.B.,"  "a  teacher  of 
babes,"  for  he  was  forty  years  the  conductor  of  an  infant 
Sunday-school.  He  had  been  so  long  in  that  service 
that  he  had  absorbed  the  spirit  of  a  little  child,  and 
so  got  near  the  kingdom  of  grace.  His  was  a  gentle, 
loving  natvire,  reflected  in  his  round,  smooth,  kindly, 
almost  jolly  face.  He  seamed  to  have  as  little  self- 
consciousness  as  the  birds  and  the  flowers,  and  in  the 
midst  of  one  of  his  winning  speeches  he  would  stop  and 
start  up  in  his  sweet  tenor  voice  a  child's  hymn.  The 
act  was  so  simple  and  natural  that  it  would  sweep  up  the 


"  From  Our  Mustcr-RoU  of  Heroes  "  25 

whole  company  in  one  happy  bunch  of  song,  and  they 
would  sing  with  him,  as  though  they  were  the  children 
of  his  infant  class,  some  such  popular  refrain  as  "  I  have 
a  Father  in  the  Promised  Land,"  or  "  Far  out  upon  the 
prairies." 

Another  of  those  first  convention  veterans  who  lived 
to  take  part  in  the  vigorous  Sundaj^-school  campaigns 
of  the  sixties  was  Father  Byron  of  Wisconsin.  I  recall 
him  as  the  center  of  a  remarkable  scene  at  the  state 
Sunday-school  convention  in  Jacksonville,  111.  He 
was  one  of  the  speakers  at  the  children's  mass  meeting. 
An  immense  audience  was  present,  filling  every  square 
foot  of  available  space.  Father  Byron  in  his  address 
introduced  a  story  of  a  nest  of  fledgeling  birds  threatened 
by  a  snake  that  was  slowly  winding  itself  up  the  tree 
to  a  fork  where  the  nest  was  placed.  He  described  the 
agonized  mother  fluttering  wildly  around  her  young  with 
piteous  cries,  the  unconscious  younglings,  the  serpent's 
stealthy  approach  until  its  head  was  poised  above  the 
nestlings  and  its  mouth  opened  to  devour  them.  At 
that  moment  the  mother  bird  swung  into  the  scene  and 
dropped  a  leaf -covered  twig  of  the  "  rattlesnake  plant  " 
over  her  young.  As  the  speaker  pictured  the  sudden 
recoil  of  the  snake,  and  its  flight  down  the  tree,  and  the 
joyful  clamor  of  the  mother,  he  dropped  a  side  remark 
anent  the  Civil  War  then  raging  which  set  the  audience 
into  a  wild  whirl  of  excitement.  Cheer  followed  cheer; 
flags,  handkerchiefs,  hats,  parasols,  everything  avail- 
able was  waved,  adults  and  children  alike  joining  in 
the  demonstration.  There  stood  Father  Byron  on 
the  crowded  platform,  surrounded  by  officers,  distin- 
guished delegates  and  guests  who  were  cheering  as 
tumultuously  as  the  rest.  His  sturdy  form  was  sup- 
ported by  canes.  His  great  trunk  bore  up  a  massive 
head  crowned  With  a  thick  poll  of  snow-white  hair. 
His  broad,  genial,  rosy  face,  from  which  old  age  had  not 
taken  the  softness  and  charm  of  youth,  beamed  with 
a  gracious  delight.     When  the  excitement  abated,  the 


26  The  Sunday-school 

good  old  man  took  up  his  parable,  and,  warning  his 
young  hearers  of  the  perils  of  sin,  pointed  them  to  the 
love  of  Jesus,  more  wonderful  even  than  mother-love, 
and  the  deliverance  which  He  provides.  It  was  an 
impressive  scene,  which  memory  tenaciously  holds;  and 
no  more  delightful  image  of  Father  Byron  could  one 
wish    to   retain. 

J.  W.  Weir  of  Pennsylvania  was  another  of  the  leaders 
of  the  convention  of  '32.  He  took  service  early  in  the 
ranks  of  Sunday-school  workers,  and  lived  to  see  them 
enlarged  to  be  a  mighty  host.  In  his  quiet,  effective 
way  he  did  as  much  as  any  other  person  to  shape  the 
policy  and  plans  of  our  first,  second  and  third  general 
conventions,  and  to  "  set  the  pace  "  for  the  workers  not 
only  of  his  generation  but  of  ours.  We  owe  to  him 
largely  our  knowledge  of  the  proceedings  of  those  earlier 
assemblies. 

Arthur  Tappan,  the  philanthropist,  by  his  life  and 
character  added  honor  to  a  name  counted  worthy  in 
American  annals.  He  was  a  New  York  merchant - 
prince  of  that  noble  type  of  which  the  metropolis  has 
always  had  notable  examples.  His  name  will  go  down 
to  posterity  linked  with  a  saying  that  might  well  be 
blazoned,  in  this  age  of  "  graft,"  upon  the  walls  of  every 
counting-room  in  Christendom,  "  I  sell  my  goods,  not 
my  principles!  " 

Jos.  G.  Garrigues  left  a  deep  impress  upon  the  workers 
of  his  day  as  publisher  of  Sunday-school  literature,  and 
especially  of  the  Sunday  School  Times.  That  journal 
was  for  a  time  the  only  weekly  organ  of  the  cause,  and 
its  successor  still  stands  facile  priiiceps  in  the  world  of 
SundaN'-school  lesson  literature.  He  was  a  man  of 
scrupulous  integrity  in  business.  Although  interested 
in  all  that  concerns  human  welfare,  his  favorite  philan- 
thropies were  the  religious  training  of  the  young  and 
the  total  abstinence  reform. 

Nelson  Kingsburg  carried  in  his  tall,  straight,  thin 
form    the    qualities    of    several    generations    of    worthy 


"  From  Our  Musicr-Roll  of  Heroes  "  27 

Puritan  ancestors.  His  benignant  face  and  pleasant 
smile  and  winning  voice  added  their  charm  to  the  force 
of  his  rather  precise  manners  and  intellect. 

Courtlandt  Van  Rensselaer,  a  son  of  the  "  patroon  " 
of  Albany,  was  bom  to  an  almost  princely  name  and 
estate.  After  graduation  at  Yale,  he  studied  law  and 
was  admitted  to  the  bar;  finally  he  abandoned  that 
profession  for  the  ministry.  It  was  characteristic  of  his 
devout  spirit  that  he  chose  for  his  first  field  of  service  a 
mission  to  the  slaves  upon  a  \''irginia  plantation  whose 
proprietor  was  in  sympathy  with  his  purpose  and  plans. 
The  chief  work  of  his  life  was  the  just  alliance  of  the 
religious  and  secular  education  of  American  youth.  He 
was  from  the  beginning  a  warm  friend  and  promoter  of 
Sunday-schools.  The  reasons  which  caused  him  to 
abandon  the  law,  with  the  brilliant  civil  and  political 
prospects  that  it  held  before  him,  are  worthy  of  con- 
sideration at  this  time  when  so  many  yotmg  men  of 
talents  and  promise  are  refusing  the  call  to  the  Christian 
ministry:  "  First,  I  consider  that  every  man  is  under 
obligation  to  his  Maker  to  pursue  that  course  in  life  in 
which  he  can  be  most  useful.  Second,  a  man  of  property, 
who  has  not  the  troubles  and  anxieties  of  business  to 
divert  his  mind,  is  under  peculiar  obligations  to  make 
himself  useful.  Third,  I  firmly  believe  that  those  men 
are  the  happiest  who  devote  themselves  most  to  God." 

Dr.  Richard  Xewton  was  widely  known  as  "  the 
children's  preacher."  He  possessed  the  rare  faculty  of 
winning  and  holding  the  attention  of  young  people;  or, 
it  would  be  nearer  truth  to  say,  he  diligently  and  suc- 
cessfully cultivated  that  talent.  His  church  was  within 
a  square  of  my  own  when  I  was  called  to  Philadelphia  in 
i86g,  and  one  of  my  first  impressions  of  the  new  field 
was  of  the  crowds  of  children,  accompanied  by  parents, 
who  thronged  from  all  quarters  to  his  afternoon  services 
and  sermons  for  children.  They  were  held  once  a 
month,  and  were  among  the  most  popular  meetings  in 
the  city,  and  kept  their  popularity  during  many  years. 


28  The  Siinday-scJiool 

Several  volumes  of  these  children's  sermons  were  pub- 
lished, and  they  had  a  large  sale,  and  gave  a  marked 
emphasis  to  this  phase  of  the  religious  training  of  the 
young. 

Mr.  Hammond  the  evangelist,  in  a  quite  different 
field  and  method,  made  prominent  the  value  of  children's 
special  services  and  sermons. 

R.  D.  Pardee  was  a  teacher  of  teachers.  A  look  into 
his  scholarly  face,  fringed  by  a  closely  trimmed  beard, 
gave  one  the  impression  of  serenity,  of  a  soul  as  peace- 
ful as  a  summer  evening.  He  had  thought  deeply  upon 
the  problems  of  Sunday-school  work,  and  was  one  of  the 
most  instructive  and  stimulating  lecturers  at  the  con- 
ventions and  institutes  of  the  period.  He  was  a  pioneer 
in  authorship  of  teachers'  literature,  and  his  "  Index  " 
is  still  a  valuable  book  in  the  Sunday-school  workers' 
library. 

Gov.  James  Pollock  of  Pennsylvania  was  not  only  a 
worker  in  the  ranks,  as  teacher  and  superintendent,  but 
was  a  popular  representative  of  the  cause  on  the 
platform.  He  was  an  incarnation  of  Scotch-Irish  Amer- 
ican fervency  and  fluency.  Tap  him  on  any  occasion, 
and  he  ran  rich  and  racy  thoughts  and  aroused  the  zeal 
of  his  hearers. 

B.  W.  Chidlaw,  "  Father  Chidlaw  "  as  he  was  lovingly 
called,  was  one  of  the  veterans  who  never  grew  old. 
His  wonderful  voice  rang  out  like  a  bugle  over  the  largest 
audiences.  His  Welsh  fire  burned  into  our  hearts,  and 
fused  us  all  into  one  loving  body  of  devoted  child-savers. 
On  a  visit  to  his  native  Wales,  the  call  to  higher  service 
came,  and  he  sleeps  amid  the  scenes  of  his  childhood  by 
beautiful  Lake  Bala. 

John  S.  Hart  was  the  ideal  student  and  man  of  litera- 
ture. Seeing  him  on  the  same  platform  with  Governor 
Pollock  and  Father  Chidlaw,  one  would  remark  the  great 
diversity  of  talents  and  character  united  in  the  service 
of  Sunday-schools.  Professor  Hart  was  one  of  its  most 
polished    and    scholarly    advocates.     He    was    a    great 


"  From  Our  Muster-Roll  of  Heroes  "  29 

teacher,  an  accomplished  educator,  a  master  of  the 
English  language  and  literature,  and  he  translated  into 
the  service  of  the  Sunday-school  those  ideas  and  methods 
of  secular  education  which  he  so  well  understood.  He 
was  the  Arnold  of  American  education,  with  an  even 
larger  personal  influence  than  the  famous  master  of 
Rugby.  He  holds  a  place  in  the  succession  of  editors  of 
the  Sunday  School  Times,  and  as  such  gave  a  v.'ide  and 
permanent  influence  to  his  efforts  to  improve  the  service 
of  Sunday-school  teachers  and  officers. 

Ralph  Wells  long  held  a  unique  place  among  Sunday- 
school  leaders.  His  "  Grace  Mission  "  in  Xew  York 
was  a  Mecca  to  which  students  of  successful  methods 
turned  their  steps ;  and  what  a  delight  it  was  to  see  him 
at  work  among  his  young  people!  At  conventions, 
especially  in  conducting  "  model  classes,"  his  enthusi- 
asm was  infectious,  and  his  original  and  brilliant  but 
perfectly  simple  methods  captured  all  hearts.  His  tall, 
wiry  form  fairly  quivered  with  earnestness.  His  large, 
speaking  eyes  seemed  at  times  to  be  starting  out  from 
his  brow.  His  voice  was  a  high  tenor,  with  some  of  the 
qualities  of  a  woman's,  but  penetrating.  In  speaking 
his  whole  body  was  in  action,  rapid,  nervous,  not 
ungraceful  movements.  Like  John  B.  Gough  he 
"  talked  all  over."  He  is  at  this  date  (1905)  one  of  the 
few  surviving  leaders  of  the  Old  Guard. 

Henry  Clay  Trumbull  was  probably  the  most  re- 
markable character  developed  in  the  American  Sunday- 
school  field.  Bom  and  nurtured  in  Xew  England,  he 
spning  of  an  ancestry  counted  worthiest  even  in  Xew 
England,  and  all  that  was  best  in  his  ancestors  descended 
by  good  heredity  to  him.  In  early  manhood  ill-health 
seemed  to  have  marked  him  for  a  brief  life,  and  when 
he  entered  the  Union  army  at  the  outbreak  of  the  Civil 
War,  it  was  thought  that  the  severities  of  the  service 
would  soon  close  his  career.  But  his  system  grew 
stronger  imder  exposure.  As  chaplain  of  the  Tenth 
Connecticut,  he   showed  his   highest   qualities   of   man- 


30  The  Sunday-school 

hood.  So  brave  and  effective  was  his  service  that  a 
petition  of  the  officers  of  his  brigade  was  sent  to  the 
government,  that  he  be  promoted  to  the  rank  of  major 
for  valor  and  efficiency.  The  request  had  to  be  refused 
owing  to  the  unjust  and  unequal  laws  relating  to  chap- 
lains, who  alone  of  commissioned  officers  were  denied 
such  recognition  of  distinguished  service.  After  the 
war  he  entered  the  service  of  the  American  Sunday- 
School  Union,  and  thus  his  life-work  opened  before  him. 
In  the  full  vigor  of  his  career  he  became  proprietor  and 
editor  of  the  Sunday  School  Times,  which  his  talents 
and  energy  soon  made  a  journal  of  world-wide  influence. 
By  his  lectures,  his  books  and  his  editorial  talents  he  has 
probably  done  more  to  mold  the  thinking  and  methods 
of  pastors  and  of  Sunday-school  officers  and  teachers 
than  any  one  in  the  nineteenth  century. 

A  purpose  to  get  something  better  than  the  ordinary 
tourist's  results  out  of  a  journey  to  the  holy  lands  led  to 
the  discovery  of  Kadesh-Bamea,  and,  incidentally,  to 
the  development  of  studies  that  made  him  an  Orientalist 
of  good  standing.  He  attained  an  international  repu- 
tation as  a  scholar  and  author,  and  at  the  time  of  his 
death,  at  a  ripe  age,  his  talents  and  experience  had 
raised  him  to  the  unchallenged  premiership  ainong 
leaders  in  Sunday-school  work  throughout  the  world. 
His  personal  appearance  was  striking.  He  was  tall, 
erect,  thin,  with  a  face  furrowed  like  a  weather-beaten 
sea  captain's,  and  a  beard  full  and  flowing  like  a  desert 
sheik's.  His  large,  dark -gray  e3^es  were  luminous,  and 
flashed  in  animated  conversation  and  public  sx^eech, 
and  often  gleamed  with  silent  laughter.  He  was  a  wiry 
bundle  of  nerves  and  muscles;  superfluous  flesh  he  had 
none.  His  whole  physical  and  mental  being  seemed  to 
be  thrown  into  the  subject  in  hand,  and  his  body  at 
times  fairly'  quivered  with  the  eagerness  of  his  out- 
flowing thoughts,  reminding  one  of  a  harbor  tug  throb- 
bing under  the  movements  of  its  immense  engine.  He 
had  enormous  capacity  for  work,  and  he  worked  up  to 


"  From  Our  yfusicr-Roll  of  Heroes  "  31 

the  limit.  He  never  took  vacations,  and  yet,  in  spite  of 
this  seeming  violation  of  natrire's  requirements,  he  lived 
to  a  good  old  age,  and  was  active  alm.ost  to  the  last. 

These  are  a  few  of  the  men,  all  of  whom  I  knew 
except  Messrs.  Frelinghu>-sen,  \'an  Rensselaer  and 
Tappan,  who  v/ere  prominent  in  Sunday-school  leader- 
ship at  the  time  this  great  international  association  v/as 
organized,  and  a  quarter  of  a  century  thereafter.  Save 
Ralph  Wells,  all  have  been  "  mustered  out!  "  There 
are  many  others  equally  entitled  to  be  named  as  captains 
of  the  Old  Ciuard.  If  I  am  asked  on  what  principle  of 
selection  I  have  named  these,  I  must  answer:  I  do  not 
know!  But  some  day  history  will  be  just  to  all;  and 
if  not,  there  remains  the  Grand  Review  before  the 
Captain  of  Salvation ! 

The  Illinois  Band  of  the  Sixties 
I  have  been  a  Sunday-school  worker  for  fifty  years, 
as  teacher,  Bible-class  teacher,  infant-school  superin- 
tendent, superintendent  of  a  colored  mission  school, 
conductor  of  institutes  and  as  pastor.  I  have  seen 
much,  in  man)'-  fields  and  lands,  to  win  admiration,  of 
devoted  men  and  women,  workers  for  the  children. 
But  brightest  among  all  these  stands  out  the  recollection 
of  those  days  when  the  "  Illinois  Band."  aided  by  a 
strong  contingent  from  Missotiri  and  the  East,  were 
setting  the  Prairie  State  on  fire  with  their  flaming  zeal 
for  Sunday-schools. 

What  a  band  it  was!  There  was  Father  Stephen 
Paxson,  once  an  apprentice  lad  in  my  native  town  in 
Ohio,  who  had  traveled  the  state  with  his  old  Sunday- 
school  horse,  "  Robert  Raikes,"  gathering  the  pioneers' 
children  together,  organizing  Svmday-schools  and  laying 
foundations  for  churches.  Few  missionaries  have  done 
as  much  work  of  that  sort  as  he,  or  have  done  it  as  well. 
His  sturdy,  almost  stocky,  frame  was  surmounted  by  a 
smooth-shaven  face  whose  featxires  showed  shrewdness, 
sincerity  and  common  sense,  and  were  illuminated  and 


32  The  Stinday- school 

softened  by  his  holy  zeal  and  love  for  the  children.  He 
was  a  tine  example  of  the  educating  and  elevating 
influence  of  Sunday-school  work  upon  native  character. 
He  was  wise  enough  to  keep  pushing  the  younger  men 
to  the  front,  and  compelling  them  to  a  leadership  which 
he  knew  he  could  not  retain. 

There  was  William  Reynolds  of  Peoria.  His  manly 
form  towered  among  us  like  a  King  Saul.  And  a  royal 
captain  he  was!  One  of  the  busiest  of  men  of  business,  he 
made  his  chief  business  for  the  time  the  winning  of  that 
generation  for  Christ.  Every  atom  of  his  great  frame 
was  consecrated.  His  labors  in  those  days,  and  for  long 
afterward,  were  wholly  voluntary  and  unpaid.  But 
most  of  you  will  remember  him  as  the  general  field 
secretary  of  this  convention,  giving  his  entire  time  to  the 
service.  So  lately  was  he  translated  that  the  sound  of 
his  footsteps  has  scarcely  died  out  from  among  us,  and 
it  will  be  ages  ere  the  echoes  of  his  notable  walk  shall  fade 
away.  His  passing  was  scarcely  death,  simply,  "  He 
was  not,  for  God  took  him!  " 

There  was  Alexander  G.  Tyng.  The  very  name  he 
inherited  made  him  a  banner-bearer  of  the  Sunday- 
school  army.  But  he  was  a  strong  and  active  helper  of 
his  own  high  choice.  He  was  a  son  of  Dr.  Stephen 
Tyng  of  Philadelphia  and  Xew  York,  whose  presence 
was  a  benediction  to  any  cause  or  assembly;  and  a 
brother  of  Dudley  Tyng,  over  whose  soul  the  garden  of 
God's  spicery  had  blown  its  sweetest  fragrance,  and 
whose  dying  words,  "  Stand  up  for  Jesus!  "  have  been 
immortalized  in  song. 

And  there  was  John  H.  Vincent,  already  entered  upon 
that  splendid  career  which  won  for  him  the  reception  of 
last  Friday  night,  one  that  only  comes  to  great  leaders 
of  men.  They  made  him  a  bishop  of  the  Methodist 
Episcopal  Church,  one  of  the  highest  positions  in  the 
Church  of  Jesus.  But  there  were  some  who  thought  the 
act  Jfmotion  rather  than  promotion ;  for  was  he  not 
already   archbishop   of   the    Sunday-school   cause?     He 


"  From  Our  Miistcr-RoU  of  Heroes  "  33 

will  live  in  history  as  the  founder  of  the  Bcrean  Lessons, 
and  of  Chautauqua,  whose  unique  "  salute  "  whitened 
Massey  Hall  the  other  night  like  the  wings  of  three 
thousand  fluttering  doves. 

And  there  was  Edward  Eggleston !  His  smile  was  as 
bright  as  a  sunburst  from  a  cloud,  and  his  voice  as  sweet 
as  a  meadow  lark's  song  in  June.  He  was  a  veritable 
Grecian,  and  the  Greeks  would  have  called  him  a  godlike 
man.  The  Sunday-school  cause  lost  him  to  literature, 
and  therein  he  won  fame  —  but  oh !  what  he  might 
have  been  to  us!  Yet  in  those  days  of  the  "  Illinois 
Band  "  he  was  a  princely  leader,  and  he  left  his  mark 
deeply  written  upon  this  organization. 

There,  too,  was  Lyon  of  the  National  Teacher,  a  Sun- 
day-school magazine  that  was  founded  as  the  organ  of 
the  highest  aims  and  methods.  Modest,  self-abnegating, 
never  a  self-seeker,  but  ever  seeking  the  best  for  the  cause 
he  dearly  loved,  like  the  hidden  stones  in  the  foundation 
of  the  sanctuary,  he  was  doubly  blessed  of  God  because 
unseen  of  men.  We  owe  him  more  than  we  know,  for 
he  was  "  a  power  behind  the  throne  "  in  establishing 
our  International  Lesson  S}'stem. 

And  "  the  throne  "  was  B.  F.  Jacobs!  Incomparable 
leader!  Through  all  the  limits  of  his  tall  frame  he  was 
devoted  to  Christ  and  the  children's  redemption.  His 
blood-earnestness  and  readiness  of  speech,  his  tactful- 
ness  and  sympathetic  temperament  made  him  a  master 
of  assemblies;  and  he  bore  the  test  of  true  platform 
eloquence  - —  he  won  the  hearts  and  minds  of  hearers. 
Strong-willed,  unyielding  as  granite  in  his  convictions  of 
evangelical  truth  and  of  duty,  his  heart  was  mellow  with 
the  love  of  Christ,  and  rich  with  charity  towards  men. 
His  saintliness  carried  no  strain  of  bigotry,  and  he  had 
his  Bible  at  his  tongue's  end  as  well  as  in  his  heart.  How 
grave  his  face  grew  in  his  moments  of  earnestness! 
But  the  smiles  that  so  often  illuminated  it  were  as  sweet 
as  a  glint  of  summer  dawn.  Oh,  it  will  be  long  ere  such 
a  true,  wise,  kind,  strong  and  resourceful  leader  shall 


34  The  Sunday-school 

arise  in  the  kingdom  of  child -nurture !  Yet  —  "  Men 
die  but  Jesus  lives!"*  And  childhood  is  an  undying 
factor  in  our  world;  and  the  children  are  still  to  be 
saved  and  kept  for  Jesus ! 

And  there  was  Dwight  L.  Moody.  He  came  and 
moved  among  us  like  the  messenger  of  the  flaming  cross 
in  Sir  Walter's  "  Lady  of  the  Lake."  At  his  touch  and 
word  men  arose,  and  seized  the  cross  and  sped  away  with 
the  message.  He  had  the  faculty  of  setting  men  to  soul- 
saving  work.  What  a  man  he  was !  He  was  a  secretary 
of  the  Young  Men's  Christian  Association  in  Chicago,  and 
sought  young  men  with  a  quenchless  zeal.  Any  con- 
venient store  box  was  his  pulpit ;  and  he  taught  us  all 
to  be  street-comer  evangelists.  He  was  the  Sunday- 
school's  greatest  graduate  preacher,  the  modern  world's 
greatest  evangelist.  He  was  a  young  man  then  —  and 
they  all  were  3'oung!  How  hard  it  is  to  think  of  them 
now  as  such!  He  could  hardly  speak  two  consecutive 
sentences  without  an  error  in  grammar,  but  his  love  for 
souls  burned  out  his  pride  of  speech,  that  bane  of  preach- 
ers, and  by  and  by  it  burned  out  the  blunders,  too. 

At  one  of  our  state  conventions  the  power  of  God  was 
especially  manifest.  We  wondered  thereat,  until  we 
learned  that  the  evening  before  the  convention  met 
Moody  had  climbed  into  a  window  of  the  big  wooden 
wig^vam  built  for  the  occasion,  and  on  his  knees  and  face 
had  wrestled  there  for  hours  for  the  presence  and  power 
of  the  Holy  Ghost.  Is  it  strange  that  under  such  leaders 
the  prairies  were  soon  aflame  with  that  rare  fire  which  of 
old  was  kindled  from  the  coal  from  off  the  altar  of  the 
Highest  ? 

The  neighboring  state  of  Missouri  shared  the  influence 
and  aided  the  work.  Her  leaders  and  workers  crossed 
the  Mississippi  to  kindle  their  torches  at  the  Illinois  con- 
ventions, and  returned  to  spread  the  fire.  Among  them 
were  such  laymen  as  Messrs.  Yeager  and  B.  F.  Jones, 

*  Mr.  Jacobs'  dying  message,  sent  through  Dr.  Geo.  W.  Bailey  to  the 
Denver  Convention. 


"  From  Our  Mnstcr-Roll  of  Heroes  "  35 

Lieut. -Governor  Stannard,  Gen.  E.  Anson  Moore  and 
Thomas  Morrison.  St.  Louis  had  few  more  interesting 
citizens  than  "  Tom  Morrison,"  of  Biddle  Market  mission 
Sunday-school.  Divine  grace  and  the  uplifting  power 
of  Sunday-school  work  raised  him  from  an  unlettered 
drayman  to  be  one  of  St.  Louis'  most  useful  and  re- 
sj^ected  citizens.  It  was  a  lesson  and  a  delight  to  see 
him  among  his  more  than  a  thousand  children  and 
youth  crowded  into  the  great  hall  above  the  Biddle 
Street  Market.  All  knew  him,  all  loved  him,  all  trusted 
him,  and  many  came  to  him  for  help.  He  was  a  fine 
illustration  of  the  superiority  of  character  to  mere  cul- 
ture. He  had  little  of  the  learning  of  the  schools,  but 
he  had  the  nobler  gift  of  sanctified  manhood.  I  had 
rather  trust  young  lives  to  the  molding  influence  of 
such  a  man  as  he,  than  to  the  most  highly  cultured  mind 
unlearned  in  the  school  of  Christ  and  ixnadomed  with 
the  graces  of  the  Holy  Ghost. 

The  leaders  of  song  came  with  their  inspiring  gifts  — 
the  Asaphs  and  Ethans  of  the  sanctuary.  Among  these 
were  Bliss  and  Gould,  and  Philip  Philips,  the  "  singing 
pilgrim,"  and  Thane  Miller,  whose  sightless  eyes  saw  more 
and  better  things  than  many  a  "  seeing  "  Christian. 
And  by  and  by  came  "  Chaplain  McCabe."  They 
.who  in  those  days  heard  him  sing  "  Home  of  the  Soul," 
or  "  Drinking  from  the  Same  Canteen,"  will  not  forget! 

These  are  only  a  few  of  those  who  have  been  im- 
pressed upon  your  speaker's  memory  as  types  of  our 
leaders.  There  were  others,  the  local  pastors  and  super- 
intendents, and  visiting  lecturers  and  speakers.  After 
all,  those  undistinguished  "  others  "  were  the  chief  con- 
tributors to  the  great  success  of  the  movement,  and  from 
their  ranks  were  recruited  the  future  leaders,  who 
wrought  better  than  their  predecessors,  as  men  ought 
always  to  do,  many  of  whom  are  now  the  captains  of  the 
host. 

And  there  were  "  honorable  women  not  a  few."  For 
the  most  part  they  were  "  silent  in  the  churches  "  in 


36 


The  Sunday-school 


those  earlier  days.  But  the  spirit  of  the  Lord  was 
brooding  on  the  face  of  the  deep.  Women  were  be- 
ginning to  hear,  and  the  Church  was  beginning  to  recog- 
nize, the  Holy  Spirit's  call  to  them  to  use  their  natural 
endowments  and  gracious  gifts  in  a  wider  sphere.  To 
the  growth  and  development  of  Sunday-schools,  more 
than  to  any  other  cause,  is  due  the  advent  of  woman  into 
those  wide  fields  of  religion  and  philanthropy  and  of 
social  service  wherein  she  has  wrought  svich  incalculable 
blessings  to  our  humanit)^.  Under  the  quickening, 
uplifting  and  expanding  influences  of  Sunday-school 
work  woman  has  found  her  larger  self.  Happily,  she  is 
not  side-tracked  in  this  convention.  No  reports  and 
addresses  have  been  better  received,  and  none  better 
worth  receiving,  than  those  of  our  women  workers. 


Harvesting  in  Galilee 
{From  Glimpses  of  Bible  Lands) 


The  Genesis  of  the  Lesson  37 

THE    UNIFORM    LESSON 


The  Genesis  of  the  International  Sunday-school  Lesson 

Prof.   H.  M.  HAMILL,   D.D. 

I.  Period  of  Preparation 
One  hundred  years  was  spent  in  laying  the  founda- 
tion of  the  International  Lesson  System.  Like  all  great 
movements,  the  system  is  the  work  of  many  master 
spirits.  Its  roots  run  back  to  Robert  Raikes  and  the 
wretched  intellectual  and  spiritual  conditions  of  Eng- 
land during  the  eighteenth  century.  Raikes,  turning 
from  hopeless  endeavor  to  convert  criminals  in  English 
jails,  and  gathering  the  gamins  from  the  streets  of  pin- 
making  Gloucester  to  be  taught  on  Sundays  by  four 
women,  at  a  shilling  a  day  each,  the  rudiments  of  spell- 
ing, reading  and  church  catechism,  furnishes  the  germ 
of  international  Sunday-school  history  and  progress. 

Transplanted  to  America,  the  Raikes  idea  soon  secured 
what  had  been  denied  it  in  the  land  of  its  birth  —  the 
toleration,  friendship  and,  finally,  the  adoption  of  the 
churches.  Here,  as  in  England,  the  Raikes  idea  quick- 
ened the  pulse  of  secular  education.  As  truly  as  the 
Raikes  Sunday-school  was  the  precursor  of  the  English 
public-school  system,  so  in  America  it  became  the  in- 
spiration and  stimulus  to  all  forms  of  education,  secular 
and  religious. 

The  successive  steps  that  led  to  the  conception  and 
adoption  of  the  international  lesson  may  be  summarized 
as  follows: 

1.  The  rise  and  spread  of  the  Raikes  "  mission 
school  "  in  England,  Wales,  Ireland  and  Scotland,  in 
which  the  children  of  the  poor,  under  hired  teachers, 
were  the  subjects  of  instruction. 

2.  The  transference  of  the  Raikes  Sunday-school  idea, 
in  method  and  motive,  to  America,  and  its  early  adop- 


38  The  Utiifonii  Lesson 

tion  by  the  churches  as  an  integral  part  of  church  work. 
Once  in  vital  relationship  to  the  church,  the  first  notable 
era  of  progress  was  begun. 

3.  Then  came  the  era  of  "  memorization,"  which  held 
monotonous  and  emasculating  sway  for  the  first  twenty- 
five  years  of  the  nineteenth  century.  It  became  a  veri- 
table mania,  until  child  memory  and  advanced  church 
leadership  began  the  inevitable  recoil. 

4.  Out  of  the  reaction  from  the  exclusive  method  of 
memorization  came  the  first  hint  of  our  International 
system  in  what  was  called  at  the  time  the  "  limited 
lesson  "  or  "  selected  lesson  "  scheme.  By  whom  or 
where  it  was  conceived  no  one  now  seems  to  know. 
Dr.  James  Gall  of  Edinburgh  is  its  reputed  author.  It 
began  in  America  in  1825.  In  1826  the  New  York 
Sunday-School  Union  approved  the  scheme  and  urged 
its  adoption.  It  secured  a  place  in  many  schools,  chiefly 
in  New  York,  Albany,  Boston  and  Philadelphia.  In 
1826  Rev.  Albert  Judson  began  the  issue  of  a  monthly 
series  of  questions  on  these  Scripture  selections  for  the 
use  of  teachers.  In  1827  Judson  published  a' question 
book  based  upon  the  "  Selected  Lessons,"  announced 
by  the  author  as  "  A  First  Annual  Course  of  Lessons." 
The  scheme  comprehended  a  course  of  scriptural  selec- 
tions extending  through  five  years,  of  forty  lessons  each 
3^ear,  and  including  "  the  principal  facts  and  truths  of 
the  Bible."  The  American  Stmday-School  Union  was 
quick  to  note  its  marks  of  progress,  and  gave  it  a  heart}^ 
endorsement.  Its  chief  claim  to  popular  favor,  as 
declared  at  the  time,  was  that  it  "  required  every  class 
to  receive  instruction  in  the  same  lesson  at  the  same 
time."  It  soon  became  so  widely  introduced  that  the 
American  Sunday-School  Magazine  said  that  the  method 
of  memorization  and  the  choice  by  every  child  of  his 
own  memor}''  text  was  "  now  exploded  from  every  well- 
conducted  Sunday-school,  and  all  now  have  the  same, 
and  that  a  limited  portion  of  Scriptvire  to  study,  under- 
stand and  commit  to  memorv." 


The  Genesis  of  the  Lesson  39 

5.  In  1827  the  American  Sunday-School  Union  began 
the  publication  of  its  annual  series  of  "  Union  Question 
Books,"  containing  from  one  hundred  and  twenty-five 
to  one  hundred  and  fifty  pages,  and  sold  at  six  and 
a  half  cents  a  volume.  Some  of  these  books  gave  an 
entire  year  to  a  single  book  of  the  Bible;  others  pre- 
sented the  chronological  study  of  the  life  of  Christ ;  the 
full  series  aiming  to  comprehend  the  entire  Bible  in 
portions.  In  1869  an  "  Explanatory  Question  Book  " 
was  added  to  the  series,  giving  answers  to  the  questions 
of  the  other  books.  Within  fourteen  years  from  the 
issuance  of  the  first  "  Question  Book  "  nearly  two  million 
were  sold,  and  their  wide  use  was  a  factor  in  prepara- 
tion for  the  yet  far-away  national  and  international 
vmiformity. 

6.  A  signal  step  was  next  taken  by  Orange  Judd, 
publisher  of  the  American  Agriculturist,  who  supple- 
mented prior  schemes  of  lesson  study  by  the  addition 
to  each  selected  lesson  of  its  "  connecting  history  "  and 
"  analvsis."  The  Judd  scheme  was  begvm  in  1862. 
"  The  Judd  Question  Book  "  was  prepared  under  his 
direction  by  Dr.  James  Strong  and  Mrs.  Dr.  Olin,  the 
former  preparing  the  annual  list  of  Scripture  selections 
and  the  "  connecting  history  "  and  "  analysis,"  the 
latter  the  questions  upon  each  lesson.  The  series  was 
called  "  Lessons  for  Every  Sunday  in  the  Year,"  and 
two  million  copies  were  sold  between  1862  and  1865. 
On  the  covers  of  the  books  was  the  statement  that  the 
lessons  were  "  all  arranged  in  order  of  time,  with  brief 
connective  histon.'  or  epitome  of  the  entire  Old  and 
New  Testaments,"  and  "  adapted  to  scholars  of  all 
ages,"  and  "  in  accordance  with  the  views  of  all  denomi- 
nations." 

7.  The  last  step  in  preparation  for  the  International 
I./essons  was  taken  in  Chicago.  Fostered  by  the  fact 
of  great  interdenominational  organizations  at  the  close 
of  the  eighteenth  and  early  in  the  nineteenth  century, 
both  in  England  and  America,  notably  the  \^m(\on  Sun- 


4°  The  Vviform  Lesson 

day-School  Union,  the  Bible  and  Tract  societies,  the 
Evangelical  Alliance,  the  denominational  Svinday-school 
unions  in  America,  the  fire  of  Sunday-school  enthusiasm 
was  blazing  all  over  the  land.  The  first  "  National 
Sunday-school  Convention  "of  1832  in  New  York,  Hon. 
Theodore  Frelinghuysen,  president;  the  second  conven- 
tion of  1833  in  Philadelphia,  Hon.  Willard  Hall,  presi- 
dent; the  third  convention  in  Philadelphia  in  1859, 
ex-Governor  James  Pollock,  president,  had  fanned  the 
flame.  It  was  an  era  of  Sunday-school  ideas  and  of 
Sunday-school  giants,  —  Pardee,  Wells,  Stuart  and 
McCook  in  the  East;  Moody,  Vincent,  Jacobs,  Reynolds, 
Whittle,  Farwell,  Eggleston  and  Blackall  in  the  West. 
Vincent  and  Jacobs,  then  in  the  early  vigor  of  young  man- 
hood, were  the  Svmday-school  leaders  of  Chicago.  Vin- 
cent did  the  thinking  and  Jacobs  did  the  planning. 
Called  into  exclusive  service  as  a  Sunday-school  special- 
ist by  the  Chicago  Sunday-school  Union  in  1865,  he 
began  to  publish  the  "  Sunday-school  Teachers'  Quar- 
terly," afterwards  changed  in  1866  to  the  "  Sunday- 
school  Teacher."  During  1865  the  "  Quarterly  "  had 
given  four  optional  series  of  lessons,  one  of  them  from 
the  London  Union,  another  prepared  by  Vincent  him- 
self. The  first  issue  of  Vincent's  "  Sunday-school 
Teacher  "  in  1866  contained  the  first  of  a  newly  con- 
ceived series  entitled,  "  Two  Years  with  Jesus  —  A  New 
System  of  Sunday-school  Study."  Briefly  stated,  it 
comprehended  a  two  3^ears'  course  of  Christ-studies, 
twenty-four  lessons  each  year,  each  lesson  to  be  studied 
two  consecutive  Sundays.  The  titles  of  the  first  quar- 
ter's lessons  will  illustrate  the  scheme:  "  The  Babe  of 
Bethlehem,"  "  The  Boy  in  the  Temple,"  "  The  Man  at 
the  Jordan,"  "  The  Tempted  One,"  "  The  Transfigured 
Christ,"  "  The  Grief  at  Gethsemane." 

II.  The  Period  of  Adoption 
After    1865     events  leading  to   the   adoption   of  the 
International    lessons    crowded    thick    and    fast.     The 


The  Genesis  of  the  Lesson  41 

Vincent  lessons  were  at  once  widelj'  adopted  by  schools 
in  and  about  Chicago.  The  "  Vincent  system  "  was 
the  first  in  the  world  with  analytical  and  illustrative 
helps  for  the  teacher  and  lesson  helps  for  the  scholar. 

The  Chicago  "  Teacher,"  continued  by  Rev.  Edward 
Eggleston,  elaborated  and  extended  it,  and  in  four 
years  from  the  beginning  of  his  editorship  in  1867, 
had  a  monthly  circulation  of  35,000  for  the  paper, 
and  of  350,000  for  the  scholar's  lesson  leaf.  While 
his  paper  was  leading  the  way  rapidly  towards 
national  uniformity,  Eggleston  himself,  from  first  to 
last,  singularly  and  strenuously  combated  the  idea  of 
uniformity  as  repressive  and  harmful  to  the  Sunday- 
schools. 

B.  F.  Jacobs,  with  eyes  touched  doubtless  by  the 
Holy  Spirit,  saw  the  nobler  vision.  He  was  the  first 
Sunday-school  expansionist.  Taking  the  lesson  concept 
of  Vincent  and  Eggleston,  he  dreamed  of  world-wide 
extension.  "  The  lesson  is  not  for  Sunday-schools  of 
this  locality  only,"  he  wrote,  "  or  for  this  or  that  denomi- 
nation, or  for  the  schools  of  this  country  only;  but, 
blessed  be  God,  we  hope,  for  the  world."  He  began,  in 
1868,  a  weekly  exposition  of  the  Eggleston  lessons  in  the 
Chicago  Baptist  Standard,  the  first  church  paper  that 
ever  attempted  it.  Jacobs  pleaded  for  three  things: 
one  and  the  same  lesson  for  the  whole  school ;  one  uni- 
form lesson  for  all  schools  world-wide ;  expositions  of 
the  lessons  in  all  papers,  religious  and  secular,  that 
could  be  persuaded  to  give  them. 

The  fourth  national  convention  met  in  April,  1869,  in 
the  city  of  Newark,  N.  J.,  under  the  presidency  of  George 
H.  Stuart.  Mr.  Jacobs  was  made  chairman  of  the 
superintendents'  section  of  the  convention,  and  secured 
the  endorsement  of  his  plan  of  uniformity  by  three 
fourths  of  the  superintendents,  but  opposed  hasty  action 
on  the  ground  that  many  publishers  and  writers  of  lesson 
series  were  not  yet  ready  for  uniformity.  In  1870 
thirty  or  more  publications  contained  lesson  notes  and 


42  TJic  U 11 1  form  Lesson 

expositions  upon  a  half-score  independent  series,  those 
of  Eggleston  in  the  Chicago  "  National  Teacher  "  and 
of  Dr,  Vincent's  "  Berean  "  being  largely  in  advance  in 
patronage  and  prestige. 

The  national  Executive  Committee  met  in  New  York, 
July,  187 1,  to  plan  for  the  fifth  national  convention  of 
1872  in  Indianapolis.  Mr.  Jacobs  urged  them  to  instant 
action,  as  far  as  was  practicable,  upon  the  question  cf 
uniformit3^  The  Committee  decided  to  call  a  meeting 
of  all  lesson  publishers  and  writers  in  New  York  for  the 
8th  of  August,  187 1.  On  the  day  appointed  twenty- 
nine  publishers  and  writers  came  together  to  consider 
the  question  of  national  uniformity.  To  them  the 
adoption  of  Mr.  Jacob's  plan  meant  the  sacrifice  of  copy- 
rights, plates  already  prepared,  and  popular  schemes  of 
study,  aggregating  in  value  many  thousands  of  dollars. 
They  decided  by  a  vote  of  26  to  3  to  appoint  a  com- 
mittee to  select  a  list  of  lessons  for  the  following  year, 
1872,  Jacobs,  Vmcent  Eggleston,  Newton  and  Dr. 
H.  C.  McCook  were  appointed  as  the  committee. 

The  lessons  for  1872  were  selected,  comprising  two 
quarters  of  the  Eggleston  outlines,  one  quarter  from  the 
Berean  and  one  selected  by  the  committee.  Such  is 
the  history  of  the  first  tentative  international  course. 

The  climax  came  the  following  year,  1872,  at  Indianap- 
olis, in  the  formal  adoption  by  the  Fifth  National  Con- 
vention of  the  Jacobs'  plan  of  uniformity.  Twenty-two 
states  and  one  territory  were  represented  by  338  dele-, 
gates,  besides  men  from  Canada,  Great  Britain  and  1 
India. 

The  issue  was  joined  by  a  resolution  of  Mr.  Jacobs,  as 
follows:  ''Resolved:  That  the  convention  appoint  a 
committee,  to  consist  of  five  clergymen  and  five  laymen, 
to  select  a  course  of  Bible  lessons  for  a  series  of  years  not 
exceeding  seven,  which  shall,  as  far  as  they  ma}^  decide 
possible,  embrace  a  general  study  of  the  whole  Bible, 
alternating  between  the  Old  and  New  Testaments  semi- 
annually or  quarterly,  as  they  shall  deem  best;    and  to 


The  Genesis  of  the  Lesson  43 

publish  a  list  of  such  lessons  as  fully  as  possible,  and  at 
least  for  the  two  years  next  ensuing,  as  early  as  the  first 
of  August,  1872;  and  that  this  convention  recommend 
their  adoption  by  the  Sunday-schools  of  the  whole 
country;  and  that  this  committee  have  power  to  fill 
any  vacancies  that  may  occur  in  their  number  by  reason 
of  the  inability  of  any  member  to  serve."  Jacobs  led 
the  memorable  discussion  with  five  clean-cut  points: 
That  such  uniformity  would  be  better  for  scholars, 
teachers,  parents,  pastors,  lesson  writers.  Dr.  Eggles- 
ton  opposed  the  resolution,  declaring  it  a  "  movement 
backward."  Dr.  Vincent  was  called  to  the  platform 
and  began  by  saying:  "  A  year  ago  I  opposed  the  scheme 
of  national  uniformity."  To-day  I  am  thoroughly  con- 
verted to  the  other  side."  With  minority  of  only  ten 
votes,  the  resolution  of  Mr.  Jacobs  was  adopted,  the 
convention  with  great  enthusiasm  joining  in  the  singing 
of  the  doxology.  Mr.  Jacobs  asked  that  the  brethren 
of  the  British  Provinces  appoint  a  "  committee  of  con- 
ference "  with  the  lesson  committee  to  be  named  by 
the  convention.  Upon  this  first  Lesson  Committee  the 
convention  appointed  the  following:  Clerg}'men,  Rev. 
J.  H.  Vincent,  D.D.,  New  Jersey,  Methodist;  Rev.  John 
Hall,  D.D.,  Xew  York,  Presbyterian;  Rev.  Warren 
Randolph,  D.D.,  Pennsylvania,  Baptist;  Rev.  Richard 
Newton,  D.D.,  Pennsylvania,  Episcopal;  Rev.  A.  L. 
Chapin,  LL.D.,  Wisconsin,  Congregational.  Laymen, 
Prof.  P.  G.  Gillett,  LL.D.,  Illinois,  Methodist;  George 
H.  Stuart,  Pennsylvania,  Presbyterian;  B.  F.  Jacobs, 
Illinois,  Baptist:  Alexander  G.  Tyng,  Illinois,  Episcopal; 
Henry  P.  Haven,  Connecticut,  Congregational.  Canadian 
members  were  added  later,  as  follows:  Rev.  J.  Monro 
Gibson,  D.D.,  Quebec,  Presbyterian;  A.  MacAllum, 
Ontario.  Methodist.  Of  this  committee  Drs.  \'incent 
and  Gibson  alone  remain  with  us. 

The  dream  was  realized,  and  Vincent's  lesson  idea 
and  Jacob's  world-wide  plan  of  uniformity  became 
incarnate. 


44  The  Uniform  Lesson 

III.  The  Period  of  Extension 
The  newly-adopted  system  of  lessons  foiind  instant 
favor  at  home  and  in  foreign  lands.  One  by  one  the 
denominations  swung  into  line.  Secretary  Randolph 
of  the  Lesson  Committee,  in  his  report  at  Atlanta  in 
1878,  said,  "  We  seem  to  have  been  treading  a  royal 
highway."  The  religious  weeklies  gave  large  space  to 
critical  study  of  the  current  lessons.  Man}'  secular 
papers  also  began  to  furnish  expositions. 

Interest  and  progress  were  equally  great  in  Canada, 
which,  from  the  beginning  in  1872,  has  kept  loyal  and 
hearty  step  with  the  workers  of  the  United  States.  The 
lessons  had  gone  into  nineteen  nations  within  three 
years.  The  London  Sunday-School  Union  informed  the 
Atlanta  Convention  of  1878  that  a  million  of  its  con- 
stituency were  enlisted  in  international  study.  A  like 
greeting  came  later  from  the  Wesleyans  of  Great  Britain 
of  another  million  students. 

The  first  Lesson  Committee,  in  the  beginning  of  its 
term,  cordially  invited  all  sincere  criticism  and  suggestion, 
looking  toward  the  improvement  of  their  courses  of  study. 
Their  example  has  been  followed  by  the  committees  suc- 
ceeding. The  earlier  and  cruder  plan,  formulated  soon 
after  the  Indianapolis  Convention  under  the  specific 
instructions  of  that  body,  was  in  brief  the  following: 

1.  Alternation  each  year  between  the  Old  and  New 
Testaments. 

2.  Beginning  with  Genesis,  to  select  from  the  Old 
Testament  in  chronological  order. 

3.  To  spend  a  part  of  each  year  in  studying  the  life  and 
ministry  of  Christ,  beginning  with  Matthew  and  passing 
in  order  through  the  other  Gospels. 

4.  To  follow  with  lessons  on  the  apostles,  the  planting 
of  the  Church,  and  the  doctrines  of  the  New  Testament, 
as  contained  in  Acts  and  the  Epistles. 

So  intelligently  and  thoroughly  were  the  selections  of 
the  first  Lesson  Committee  made  that  they  have  been 
the  landmarks  of  succeeding  committees,  varied  from 


TJic  Genesis  of  iJic  Lesson  ■   45 

only  so  far  as  to  include  other  great  salient  events,  per- 
sons and  doctrines  of  the  Bible.  At  first  the  chosen 
lesson-texts  were  briefer  than  now,  the  intention  of  the 
committee  being  that  the  entire  lesson  should  be  both 
studied  and  committed  to  memory.  The  "  Golden 
Texts  "  were  not  selected  by  the  committee  until  two 
years  after  the  system  of  lessons  began. 

In  line  with  the  thought  of  extension,  a  brief  word  as 
to  the  personnel  of  the  members  of  the  Lesson  Commit- 
tees will  not  be  out  of  place.  The  resolution  of  Mr. 
Jacobs,  as  adopted  in  1872  at  Indianapolis,  fixed  the 
number  of  the  first  committee  at  ten,  five  clergymen  and 
five  laymen.  By  vote  of  the  convention,  two  more 
from  Canada  were  added  to  the  committee  in  time  to 
attend  its  first  post-convention  session.  This  first  com- 
mittee represented  five  of  the  numerically  greater  denomi- 
nations. When  its  term  of  office  ended  six  years  later 
at  the  Atlanta  Convention  of  1878,  such  was  the  pressure 
from  denominations,  or  divisions  of  denominations,  not 
represented  in  the  committee,  that  two  additional  mem- 
bers were  added,  making  fourteen  in  the  body.  This 
number  and  denominational  representation  was  renewed 
at  the  Louisville  Convention  of  1884,  in  appointing  the 
third  committee.  At  the  Pittsburg  Convention  of  1890, 
yielding  to  further  pressure,  one  more  member  was 
added,  making  fifteen  members,  which  was  continued 
at  the  Boston  Convention  of  1896  and  the  Denver  Con- 
vention of  1902,  in  constituting  the  fifth  and  the  sixth 
committees.  At  the  Pittsburg  Convention,  in  view  of 
the  fact  that  the  original  appointment  of  committees 
for  a  six-years'  term  to  select  a  seven-years'  course  of 
lessons  was  widening  perilously  the  gap  between  the 
terms  of  service  and  the  lesson  series,  the  convention 
abridged  the  lesson  series  from  seven  to  six  years. 

At  the  Louisville  Convention  of  1884  (as  indicated  in  its 
report),  for  the  first  time  the  "  Corresponding  Members  " 
of  the  British  and  Foreign  committees  were  indicated, 
beginning  with  six  members^  most  of  them  in  England. 


46 


The  Uniform  Lesson 


John  Potts,  D.D. 


The  Lesson  Committee  at  Work 

JOHN   POTTS,  D.D. 

This  coinmittee  is  com- 
posed of  fifteen  members  on 
the  ^\•estem  side  of  the  At- 
lantic, twelve  members  from 
the  United  States  and  three 
from  the  Dominion  of  Canada. 
The  British  section  of  the 
Lesson  Committee  is  com- 
posed of  thirteen  members. 
The  service  rendered  is  with- 
out fee  or  reward,  except 
hotel  and  railway  expenses. 
In  traveling  and  actual  com- 
mittee work  it  means  about  a 
week  every  year.  In  addition 
to  this,  two  sub-committees, 
one  on  the  Old  Testament  and  the  other  on  the  New, 
work  during  the  year  and  report  to  the  full  committee. 
^Vhile  those  committees  render  eminent  service,  the 
full  committee  takes  nothing  for  granted,  but  goes  over 
their  work  minutely.  The  committee  meets  annually, 
and  at  a  meeting  selects  the  lessons  for  a  year,  and 
always  two  or  three  years  ahead  of  the  date  when  they 
reach  the  Sunday-schools.  One  reason  for  this  is  that 
the  work  of  the  committee  is  sent  to  the  British  section 
for  criticism  and  suggestion.  At  the  following  meeting 
these  criticisms  and  suggestions  are  carefully  studied 
and,  in  most  cases,  accepted.  Then  the  selections  for 
the  year  are  sent  to  the  denominational  publishing 
houses  and  to  other  institutions  having  to  do  with  the 
preparation  of  the  lessons.  This  is  done  in  order  to  give 
the  lesson  writers  and  artists  ample  time  for  the  exposi- 
tion and  illustration  of  the  lessons  for  the  schools. 

It  is,  I  suppose,  understood  that  the  Lesson  Committee 
does  not  8:0  bevond  the  selection  of  the  texts  of  the  lessons. 


The  Lesson  Committee  at  Work  47 

The  committee  meets  in  a  private  parlor  of  the 
hotel  where  they  stop.  Private  entertainment  is  not 
accepted,  as  it  would  seriously  interfere  with  the  time 
of  the  committee. 

Three  sessions  are  held  daily,  and  sometimes,  by  local 
arrangements,  a  public  meeting  is  held  in  the  interest 
of  the  Sunday-school  v.'ork  of  the  city  where  the  meeting 
takes  place. 

To  illustrate  the  work  performed  by  the  committee 
I  may  refer  to  the  fact  that  the  new  series  of  lessons 
begins  with  January,  1906.  The  committee  usually 
makes  a  general  plan  for  six  years,  which  is  as  follows : 

igo6.   January  to   December.     Syn-     Words  and  Works  of  Jesus, 
optic   Gospels.      Harmony. 
One  whole   year. 

1907.  January  to  December.      Patri-     Stories  of  the  Patriarchs  and  Judges. 

archs  to  Samuel  as  Judge. 
One  year. 

1908.  January  to  June.     Gospel  ac-     The  Witness  of  John  to  Jesus. 

cording  to  St.  John.      SLx 
months. 

1908.  July   to    December.     Saul    to     The  United  Kingdom.     (Saul,  David 

Solomon.     SLx  months.  and  Solomon.) 

1909.  January   to    December.     Acts     Expansion  of  the  Early  Church. 

and  Epistles.     One  year. 

1910.  January  to   December.      Divi-     Kings  and    Prophets   of  Judali   and 

sion  of  Kingdom :  Captivity  Israel.      (Kings  to  Malachi.) 

and  Return.     One  year.  Or 

Glory.    Decline   and    Restoration   of 
Israel. 

191 1.  January  to  December.    Gospel     The  Gospel  of  the  Kingdom. 

according  to  St.  Matthew. 
One  year. 

It  will  be  noticed  that  in  the  outline  two  and  a  half 
years  have  been  given  to  the  Old  Testament  and  three 
and  a  half  to  the  New  Testament.  The  biographical 
scheme  has  been  held  to  with  great  tenacity,  since  it 
proved  so  attractive  a  feature  in  the  course  of  lessons 
from  1 900-1 905  inclusive.  Your  committee  has  made 
its  lessons  continuous  for  each  of  the  years  covered, 
excepting  for  the  year  1908,  when  six  months  are  given 
to  the  Gospel  of  St.  John,  and  six  months  to  the  story 
of  the  United  Kingdom.  The  break  in  this  year  was 
necessarA-  if  the  scheme  of  three  and  a  half  years  in  the 
New  Testament  and  two  and  a  half  in  the  Old  was  to  be 
consistentlv  carried  out. 


48  The  Uniform  Lesson 

By  this  arrangement,  the  story  of  the  Gospels  is 
presented  during  the  whole  of  the  year  1906,  during 
half  of  the  year  1908,  certainly  during  a  portion  of  the 
year  1909,  where  we  are  engaged  on  the  Acts  and  the 
Epistles,  and  during  the  whole  of  the  year  191 1.  There 
are  then  only  two  years  out  of  the  six  during  which  no 
definite  teaching  concerning  the  life  and  the  work  of 
Christ  is  to  be  found. 

The  specific  work  in  relation  to  each  lesson  is  the 
selection  of  a  topic,  memory  verses  and  Golden  Text. 
Hardly  ever  is  an  item  of  the  above  accepted  until  we 
have  reached  a  substantially  unanimous  decision. 

In  view  of  the  fact  that  the  convention  requires  the 
Bible  to  be  covered  in  a  six  years'  course,  it  will  be  seen 
by  all  intelligent  readers  that  it  is  impracticable  to  enter 
into  minute  and  exhaustive  study  of  all  the  books  of  the 
Bible. 

The  best  is  done  by  the  committee  to  serve  the 
International  Convention  and  the  Sunday-school  world. 

I  may  say  for  my  colleagues,  as  well  as  for  myself, 
that  we  live  and  work  under  a  gracious  pressure  of 
responsibility  for  well-nigh  twenty-six  millions  of  the 
Sunday-school  army. 

It  is  the  lot  of  the  chairman  of  the  Lesson  Committee 
to  be  engaged  on  many  boards,  both  religious  and 
philanthropic,  but  he  places  the  Lesson  Committee  as  the 
highest  of  all.  The  fellowship  of  the  committee  is  of 
the  most  precious  kind,  and  leads  to  the  highest  kind  of 
friendship  for  the  inembers  of  the  committee  and, 
indeed,  for  all  consecrated  Sunday-school  workers. 


Intcrnaiiov.al  Lessons,  TSj2-igo6 


49 


B.  F.  Jacobs 
1872-1902 

The  Creation 

God  the  Creator  of  All  Things 

The  Beginning 

The  First  Adam 

In  Eden 

Sin  and  Death 

The  Fall  and  Promise 

Adam's  Sin  and  God's  Grace 
Beginning  of  Sin  and  Redemption 
Cain  and  Abel 


Noah  and  the  Ark 

Noah  Saved  in  the  Ark 
The  Bow  in  the  Cloud 
God's  Covenant  with  Noah 
The  Covenant  with  Noah 
Temperance  Lesson 
Confusion  of  Tongues 
The  Call  of  Abram 


Beginning  of  the  Hebrew  Nation 
God  Calls  Abram 
Lot's  Choice 
Abram  and  Lot 

Abram  and  Melchizedek 
The  Covenant  with  Abram 

God's  Promise  to  Abraham 
God's  Covenant  with  Abram 

Abraham's  Intercession 

Missionary  Lesson 
God's  Judgment  on  Sodom 
Abraham  Pleading  for  Sodom 
Lot's  Escape  from  Sodom 
Escape   from  Sodom 
Destruction  of  Sodom 
Trial  of  Abraham's  Faith 

Abraham  Offering  Isaac 
Abraham  and  Isaac 
Trial  of  Abrahams  Faith 
Selling  the  Birthright 
Isaac's  Prosperity 
T<;aac  the  Peacemaker 
Jacob  and  Esau 


Classified    List  of  the   Inter= 

national    Lessons,    1872- 

1906,     giving    Topic, 

Text  and  Date 

Showing   the   number  of  times  a 

given  topic  has  been  studied 

in  tliirty-five  years 


Bishop  Vincent 
1872-1896 


Gen.  i:  i,  26-31 

,,  1:1-3;  2  :4-8 

,,  i:i-2  :  3 

„  i: 26-31 ;  2  :  1-3 

„  2:15-25 

,,  3: 1-6,  17-19 

„  3:1-8.15 

„  3:1-15 


4:3-10 

4:3-13 

4:3-15 

4:3-16 

6:9-22 

6:i3-i8 

8:1-22 


9:8-17 

9:8-19 
9:18-27 
11:1-9 
11:31.  32; 12: 

12:1-9 


13: 

I-I3 

13: 

I-18 

14 

I  2-24 

is: 

1-7 

15: 

1-18 

15: 

5-.8 

17: 

1-9 

18: 

16-33 

18: 

17-26 

18: 

22-33 

18: 

23-33 

iq: 

12-26 

19 

15-26 

22 

1-13 

22 

1-14 

22 

7-14 

25 

27-34 

26 

:  12-25 

37:23-40 


Jan.  5,  1873 

July  4.  1880 

July  7,  1901 

Jan.  2,  1887 

Jan.  7,  1894 

Jan.  I  2,  1873 

Jan.  9,  1887 

Jan.  19,  1873 

July  II,  1880 

Jan.  14,  1894 

July  14,  1901 

Jan.  26,  1873 

Jan.  21,  1894 

July  18,  i88o 

Jan.  16,  1887 

Jan.  23,  1887 

Feb.  2,  1873 

July  21,  1901 

Feb.  9,  1873 

Jan.  28,  1894 

July  25.  1880 

Mar.  27,  i88j 

Feb.  16,  1S73 

;-io 

Aug.  I,  1880 

Jan.  3o>  1887 

Feb.  4.  1894 

July  28.  1901 

Feb.  6,  1887 

Aug.  8.  1880 

Aug.  4.  1 90 1 

Aug.  15,1 880 

Feb.  23.  1873 

Aug.  22,  1880 

Aug.  11.  1 90 1 

Feb.  13.  1887 

Feb.  II,  1894 

Aug.  29,  1 880 

Aug.  18,  1 901 

Mar.  27.  1887 

Feb.  18,  1894 

Feb.  20,  1887 

Sept.  5,  1880 

Mar.  2,  1873 

Feb.  27.  1887 

Feb.  25,  1894 

Sept.  12,  1880 

Mar.  6,  1887 

Aug.  25,  1901 

Mar.  9,  1873 

Mar.  4.  1894 

Oct.  3,  18S0 

Sept.  I,  looi 

Oct.  10.  1880 


so 


The  Uniform  Lesson 


Jacob  and  Esau 
Jacob  at  Bethel 


Jacob  a  Prince  with  God 
Jacob's  PrevaiUng  Prayer 
Jacob's  New  Name 
Jacob's  Prevailing  Prayer 
The  New  Name 
Joseph  Sold  into  Egypt 
Discord  in  Jacob's  Family 
The  Dreams  of  Joseph 
Joseph  Sold  into  Egypt 
Joseph  Sold 
Joseph  Sold  into  Egypt 

The  Lord  with  Joseph 
Joseph  in  Prison 


Joseph  Exalted 

Joseph  Ruler  in  Egypt 
Joseph  Exalted 
Joseph  the  Wise  Ruler 
The  Report  from  Egypt 
Joseph  and  His  Brethren 

Joseph  Makes  Himself  Known 

Joseph  Forgiving  His  Brethren 
Joseph  and  His  Brethren 
Joseph  Sends  for  His  Father 
Israel  in  Egypt 
Jacob  and  Pharaoh 
Joseph  and  His  Father 
Jacob  and  Pharaoh 
The  Last  Days  of  Jacob 
Prophetic  Blessings 

Last  Days  of  Joseph 
Joseph's  Last  Days 
The  Last  Days  of  Joseph 
Death  of  Joseph 

Israel  in  Egypt 

Israel  Oppressed  in  Egypt 

Israel  in  Egypt 

The  House  of  Bondage 

The  Birth  of  Moses 

The  Child  Moses 

The  Childhood  of  Moses 

The  Coming  Deliverer 
The  Call  of  Moses 


Moses  Sent  as  a  Deliverer 
Doubts  Removed 
Moses  and  Aaron 
Jeh&vah's  Promise 
Moses  and  the  Magicians 
The  First  Plague 
Moses  and  Pharaoh 
The  Passover 


Gen.  27: 
,,      28: 


30-40 
10-22 


Ex. 


:i-32 

:  9-1  2,  22-30 

.■9-12,  24-30 

: 24-30 
;i-5,  23-36 
:  i-i  I 
:3-ii 
:  1 2-36 
.•23-28 
:  23-36 

:  1-6,  20-23 
:  20-40  :i  5 
: 2 1 -  2  3 ;  40  :  : 

:37-49 
:  38-48 

:  38-49 
:4i-57 
:  29-38 
: 30-34;  45 


Mar.  16 
Mar.  23 
Oct.  17 
Mar.  13 
Mar.  II 

Sept.  8 
Sept.  IS 
Oct.  24 
Mar.  20 

Apr.  I 

Apr.  6 
Oct.  31 

Apr.  8 
Apr.  13 

Oct.  6, 
Apr.  20 

Apr.  3 

Apr.  IS 

Apr.  27 

Oct.  13 

[-8 

Nov.  7 

May  4 
Apr.  10 
Apr.  22 
Oct.  20 
Nov.  14 
May  II 


:i-S 
:i-iS 

•'19-28 
:i-4,  29-32 
:  1-12 

:S-io 
:8-22 
:i5,  ifi;  49 

: 14-26 

:  15-26 


1-8 
Nov.  21 
May  18 
Apr.  17 
Apr.  29 
Oct.  27 
May  25 

June  I 
Nov.  28 
Apr.  24 

June  8 

Dec.  s 
S-io 
June  15 
Dec.  I  2 

May  6. 
June  22 

Nov.  3 


July  3 

May  13 
Nov.  10 
May  I 
Jan.  4 
Jan.  1 1 
May  8 
May  20 
Nov.  17 
July  10 
Jan.  18 
May  IS 
,,  Dec.  I 

:  1-14  July  17 

:  10-20  May  27 

:  1-9,  27-31  Jan.  25 
:  27-31;  5:1-4  July  24 
:  1-8  Feb.  i 

:8-i7  July  31 

:  14-22  Feb.  8 

1  :  i-io  Dec.  8 

2  :  I -1 4  Aug.  7 


t :  1-14 


:6-i4 
:  7-14 
; :  I-IO 


'■■  S-IS 
1 :  i-io 
;  :  I -1 2 


httcritalioital  Lessons,  iSj2-igo6 


51 


Duties  to  GoJ ., 


The  Passover 

The  Passover  Instituted 

The  Passover 

Jehovah's  Passover 

The  Exodus 

The  Passage  of  the  Red  Sea 

The  Red  Sea 

Passage  of  the  Red  Sea 

The  Red  Sea 

Bitter  Waters  Sweetened 
Bread  from  Heaven 
The  Manna 

The  Gi\-ing  of  Manna 
Defeat  of  Amalek 
The  Commandments 

The  Ten  Commandments  - 
The  Ten  Commandments 

The  Commandments 


The  Ten  Commandments — Duties  to  Men 

God's  Covenant  with  Israel 

The  Golden  Calf 

Worshipping  the  Golden  Calf 

The  Golden  Calf 

The  People  Forgiven 

The  Golden  Calf 

Idolatry  Punished 

God's  Presence  Promised 

Missionary  Lesson 

Free  Gifts  for  the  Tabernacle 

Free  Giving 

The  Tabernacle 


The  Tabernacle  Set  Up 

The  Burnt  Offering 

The  Peace  Offering 
The  Five  Offerings 
Nadab  and  Abihu 
Temperance  Lesson 
Nadab  and  Abihu  (Tern.) 

The  Day  of  Atonement 

The  Three' Great  Feasts 

The  Feast  of  Tabernacles 


1-14 

12;  I  - 1 7 
12 :  21-30,  SI 
13  :  17-22 
14:  13-27 
14:  19-27 
14:  19-29 
14:  19-31 

15  :  22-27 

16:  i-S,  3-i-iS 

16:    I-cS 

16  :  4-12 
16:  4-is 
17:  8-16 
20  :  i-ii 


20  :  12-21 

22  :  1 2-17 
24 :  1-12 
32  :  1-6,  19,  20 
32:  1-6,  30-35 
32:  1-8,  30-35 
32  :  12-20 
32:  is-26 
32:  26-3S 
a-  12-23 
3S:  20-29 


The  Year  of  Jubilee 

The  Lord's  Ministers 
Temperance  Lesson 
The  Pillar  of  Cloud  and  of  Fire 
Journeying  toward  Canaan 

Journeying  to  Canaan 
The  Report  of  the  Spies 

The  Spies  Sent  into  Canaan 
Report  of  the  Spies 
Israel's  Unbelief 
The  Unbelief  of  the  People 
The  Smitten  Rock 


Ex.  12:  I -1 4  May  22, 

June  3, 
Dec.  IS, 
Feb.  IS. 
Feb.  22, 
Dec.  22, 
Aug.  14, 
June  10, 
Mar.  I, 
May  29, 
Mar.  8, 
Mar.  IS, 
Aug.  21, 
June  5. 
July  6, 
Mar.  22, 
Aug.  28, 
June  12, 
July  13, 
Apr.  s. 
July  7. 
Sept.  4, 
June  19, 
Julv  20, 
July  I, 
Apr.  12, 
July  27, 
July  14, 
Apr.  19, 
July  8. 
Sept.  11, 
July  IS, 
June  26, 
July  27, 
,,    35:  25-3S  Oct.  2, 

,,    40:  I -1 3  Aug.  3, 

,,    40  :  1-16  Oct.  9, 

July  29, 
,,    40:  17-30  Apr.  26, 

Lev.  I  :  1-9  Aug.  s. 

I  :  1-14  Oct.  16, 

„     7:  11-18  Oct.  23, 

„      7  :  37.  38  -May  3. 

10  :  i-i  I  Oct.  30. 

June  26, 

July  21, 

Aug.  10, 

16  :  1-16  Aug.  12, 

,,      16 :  16-30  Nov.  6, 

,,      23:  4-6,  1S-21,  33-3^ 

May  10. 

,,       23:  33-44  Nov.   13, 

Aug.  19, 
25  :  8-17  Nov.  20, 

Num.  3  :  5-13  May  17, 

6  :  1-4  Dec.  30, 

9:  is-23  Aug.  26, 

10  :  11-13.  29-36 

Aug.  17. 
10  :  29-36  July  28, 

13  :  17-20.  23-33 

Aug.  4, 
13:  17-33  Sept.  2, 

13  :  26-14:  4    Aug.  24, 
14:  I -10  May  24, 

Sept.  9i 
20  :  1-13  Sept.  16, 


1887 
1894 
1 90 1 
1874 
1874 
1 90 1 
1881 
1894 
1874 
1887 
1874 
1874 
1881 
1887 
1902 
1874 
1881 
1S87 
1902 
1874 
1895 


1902 
1888 
1874 
1902 
189s 
1874 


1874 


1874 
1881 
1887 
189s 
1902 


1874 


1874 


1902 
189s 

189s 
1888 
1902 
1874 

1 888 
1S88 


52 


The  Uniform  Lesson 


The  Smitten  Rock 

The  Serpent  in  the  Wilderness 

The  Brazen  Serpent 

The  Serpent  of  Brass 

The  Brazen  Serpent 

Balaam 

The  New  Home  in  Canaan 
The  True  Prophet 
The  Prophet  like  Moses 
Temperance  Lesson 
Lo\'ing  and  ObejTiig  God 
Last  Davs  of  Moses 
The  Death  of  Moses 
Death  and  Burial  of  Moses 
The  Death  of  Moses 

Joshiia  Encouraged 
Joshua  Successor  to  Moses 
The  Commission  of  Joshua 
Joshua  Encouraged 
Passing  Over  Jordan 
Crossing  the  Jordan 


Memorial  Stones 
The  Stones  of  Memorial 
Preparation  for"  Conquest 
The  Plains  of  Jericho 

The  Fall  of  Jericho 

Jericho  Taken 
The  Fall  of  Jericho 
Defeat  at  Ai 
Israel  Defeated  at  Ai 
Achan's  Sin 
Ebal  and  Gerizim 
The  Reading  of  the  Law 
Caleb's  Reward 
Caleb's  Inheritance 
Joshua  and  Caleb 
Caleb's  Inheritance 
The  Land  Di\-ided 
The  Cities  of  Refuge 


Helping  One  Another 

The  Altar  of  Witness 

Joshua's  Warning 

God's  Mercies  to  Israel  (Re\-iew) 

Israel's  Promise 

Joshua  Renewing  the  Covenant 

Joshua's  Parting  Ad\'ice 

The  Last  Days  of  Joshua 

The  Covenant  Renewed 

The  Time  of  the  Judges 
Israel  Forsaking  God 
The  Time  of  the  Judges 
The  Promise  Broken 
Israel  under  Judges 
The  Call  of  Gideon 
Gideon's  Army 


Xum.  20  :  7-1 : 
21  :  i-g 


24 


4-9 
lo-ig 


Deut.  6:  3-15 
„      18-9-16 
18  :  9-19 
21  :  18-21 
30  :  1 1-20 
,,      32:44-52 
34'  1-12 


Josh. 


I :  i-ii 
3:  5-17 


9-17 
14-17 
4-9 
10-24 


9-1  = 


5  :  10-15 

6:  1-16 
6:  8-20 
6 :  12-20 


5;  6:  1-5 


7  : 

1-12 

7  : 

10-26 

7 : 

19-26 

8: 

30-35 

14 

-  S-14 

14 

:  S-15 

14 

■6-15 

18 

:  i-io 

20 

:  1-9 

21 

:  43-45 

21-27 
II-I6 


24:  14-29 
24:  19-28 


Judges  2  :  1-12,  16 

2 :  6-16 

2  :  7-16 

2  :  11-16 

2 : 11-23 

6:  11-18 

7:1-8 


May  31. 
Nov.  27, 
Aug.  31, 

June  7, 
Aug.  II, 

Dec.  4 

Aug.  18, 
June  14, 
Sept.  7, 
Sept.  3. 
Sept.  14, 
Dec.  II, 
June  21, 
Sept.  23, 
Sept.  21, 

Jan.  3, 

Julv  I, 

Oct.  7. 

Oct.  5. 

Julys, 
Oct.  14. 
Aug.  25, 
Oct.  12, 
Jan.  10, 
Jan.  17, 
Oct.  21, 
Jan.  24, 
5 

July  15, 
Oct.  28, 
Sept.  I, 
Jan.  31, 
Oct.  19, 

Nov.  4, 
July  22, 

Feb.  7. 
Feb.  14. 
Julv  29, 

Sept.  8, 
Nov.  II, 
Oct.  26, 
Feb.  21, 
Feb.  28, 

Mar.  7. 

Aug.  5, 
Sept.  15, 

Nov.  2, 
:  1-9 

Nov.  18, 
Mar.  14, 
Mar.  21, 
Mar.  28. 

Apr.  4, 
Sept.  22. 

Nov.  9, 
Aug.  12, 
Nov.  25, 

Oct.  6. 
Aug.  19, 
Nov.  16. 
Aor.  II, 

Dec.  2, 
Apr.  18, 
Apr.  25. 
Aug.  26, 

Dec.  9, 


lutcruatioual  Lessons,  iSj2~Tgo6 


53 


MEMBERS    OF    THE    LESSON    COMMITTEE 


W.  Randolph,  D.D. 

1872-1899 


John  Hall,  D.D. 

1872-13^6 


Geo.  H.  Stuart 

1S72-1S-3 


R.  Newton,  D.D.  -  P.  G.  Gillett,  LL.D.  A.  G.  Tyng 

1872-1884  1872-1884  1872-1878 


J.  M.  Gibson,  D.D. 

1872-1878 


A.  MacCullum 
1872-1878 


Franklin  Fairbanks 
1872-1884 


54 


The  Vnifomi  Lesson 


Gideon  and  the  Three  Hundred 
The  Triumph  of  Gideon 
The  Death  of  Samson 
Death  of  Samson 
The  Death  of  Samson 

Ruth  and  Naomi 
Ruth's  Choice 
Ruth  and  Naomi 
Ruth's  Choice 
Ruth  and  Naomi 

A  Praying  Mother 

The  child  Samuel 

Samuel  Called  of  God 

The  Child  Samuel 

The  Boy  Samuel 

The  Sorrowful  Death  of  Eli 

EH's  Death 

The  Death  of  Eli 

Samuel  the  Reformer 

Samuel  the  Judge 


Asking  for  a  King 
Israel  Asking  for  a  King 
A  King  Desired 
Israel  Asking  for  a  King 
Saul  Chosen  of  the  Lord 
Saul  Chosen 
Saul  Chosen  King 


Samuel's  Farewell  Address 


Samuel's  Parting  Words 

Saul  Rejected 

Saul  Rejected  by  the  Lord 

Saul  Rejected 

Saul  Rejected  as  King 

David  Anointed  King 
David  Anointed 
The  Anointing  of  David 
David  Anointed  King 
Samuel  Anoints  David 
David  and  Goliath 


David  in  the  Palace 
David's  Enemy  —  Saul 
Saul  Tries  to  Kill  David 
David  and  Jonathan 

David's  Friend  —  Jonathan 
David  and  Jonathan 

David  Sparing  Saul 
David  Sparing  His-  Enemy 
David  Sparing  Saul 
Temperance  Lesson 

DaNnd  Spares  Saul 


Judges  7:  1-8  Nov.  30,  igo2 

7  ;  13-23  Oct.  13,  iSqs 

16:  21-31  Sept.  2,  1883 

Dec.  16,  1888 

,,       16:25-31  May  2,  187s 


Ruth  1 :  14-22 
,,      I  :  16-22 

I  Sam.  I  :  21-2S 


3  :  i-io 
3  :  1-13 
3:  1-14 
3:  1-19 

3  :  6-14 
4:  1-18 
4 :  10-18 

4  :  1 2-1 8 
7  :  1-12 


2-13 
3-17 


7 

7:  5-10 

7  :  5-15 
8: i-io 

8 :  4-9 

8  "  4-20 
9:  15-27 
10  :  17-24 
10  :  17-27 


i-iS 
13-2.'? 


20-25 
10-23 


15 

I  2-26 

IS 

16 

13-23 
I-I3 

16 

17 
17 
17 

4-13 
32-51 

38-49 
38-51 

18:  I-I6 

iS;'5-i6 
20  :  1-13 
20  :  12-23 
20  :  32-42 

20:  35-42 
24 ;  1-16 
24:  1-17 
24:  4-17 
25  ••  23-31, 


Sept.  9.  1883 
Oct.  20,  i8g5 

May  9,  1875 
Dec.  23,  1888 

Dec.  7,  1902 


S-12,  2 


May  16, 
Sept.  16, 
May  23, 
Oct.  27, 

July  7, 
Sept.  23, 
Dec.  14, 
July  14, 
Oct.  7, 
May  30, 
July  21, 
Dec.  21, 
Oct.  14, 

June  6, 

Nov.  3, 
Oct.  21, 

July  5, 
Tune  13, 
"July  28, 

Aug.  4, 
June  20, 
Oct.  28, 
Nov.  10, 
July  12, 
Aug.  1 1 , 

Nov.  4, 
July  19, 
June  27, 

Jan.  2, 
Aug.  18, 
Nov.  17, 
Nov.  I  I , 
July  26, 

Jan.  9, 
Nov.  18, 
Aug.  25, 

Dec.  I, 

Aug.  2, 
Sept.  I, 

Aug.  9, 
Jan.  16, 
Nov.  25, 

Dec.  8, 
Jan.  23, 

Dec.  2, 
Aug.  16, 
Sept.  8, 
Aug.  23, 

Dec.  9, 
Dec.  15, 
Jan.  30, 

Feb.  6, 
Dec.  16, 
Sept.  15, 
55-38 

Sept.  29, 
1-25 

Aug  30, 


187s 
1883 
1875 
189s 
1889 
1883 
1902 
1889 
1883 
187s 
1889 
1902 
1883 
1875 
189s 
1883 
1903 
1875 


1895 
1903 


1903 
187s 
1876 
1889 
1895 
1883 
1903 
1876 


189s 
1903 

1889 
1903 
1876 
1883 
1895 
1876 
1883 
1903 
1889 
1903 
1885 
1895 
1876 
1876 
1883 


JutcrmitioYuil  T^-ssons,  i8j2-igo6 


:)3 


Saul  and  His  Sons  Slain 
Death  of  Saul  and  Jonathan 
Death  of  Saul  and  His  Sons 
Death  of  Saul  and  Jonathan 

David  becomes  King 
Da\-id  King  of  Judah 
David  King  over  All  Israel 
The  Tribes  United  under  David 
Da\-id  King  over  All  Israel 
Da\-id  Established  King 
The  Ark  in  the  House 
The  Ark  Brought  to  Zion 
The  Ark  Brought  to  Jerusalem 
Da\-id  Brings  Up  the  Ark 
The  Ark  Brought  to  Zion 
God's  Covenant  with  David 
God's  Promise  to  Da\-id 
God's  Covenant  with  David 

David's  Thanksgi\-ing  Prayer 
Kindness  to  Jonathan's  Son 
David's  Kindness 
Da\^d's  Victories 
Da\-id's  Rebellious  Son 
Absalom's  Rebellion 
David  and  Absalom 
Absalom's  Rebellion 

Absalom's  Defeat  and  Death 

Da\-id's  Grief  for  Absalom 
Absalom's  Death 

Da\4'd's  Grief  over  Absalom 
Da\-id's  Gratitude  to  God 
Da\'id's  Last  Words 
The  Plague  Stayed 

Solomon  Succeeding  David 
Solomon  Anointed  King 
Solomon's  Wise  Choice 
Solomon's  Choice 
Solomon's  Wise  Choice 

Solomon's  Wealth  and  Wisdom 

Building  the  Temple 

The  Temple  Built 

The  Dedication  of  the  Temple 

The  Temple  Dedicated 
Solomon's  Prayer 
The  Temple  Dedicated 

God's  Blessing  upon  Solomon 

Solomon's  Prosperity 

The  Fame  of  Solomon 

The  Queen  of  Sheba  Visits  Solomon 

The  Wisdom  of  Solomon 

Solomon  and  the  Queen  of  Sheba 

Solomon's  Sin 

Solomon's  Fall 

Solomon's  Sin 

Close  of  Solomon's  Reign 

The  Kingdom  Di^^ded 

Revolt  of  the  Ten  Tnbes 

The  Kingdom  Divided 


1  Sam. 

31 

1-6 

•• 

31 : 

1-13 

2  Sam. 

2  : 

I-IO 

., 

2  : 

i-i  I 

•• 

S: 

1-12 

" 

■; : 
6: 

1-12 

" 

6: 

7: 

7 

I -16 
4-16 

Feb.  13.  1876 

Dec.  23.  1883 

Sept.  22,  1889 

Sept.  6,  1903 

Sept.  13.  J 903 

July  s.  1896 

July  6.  1884 

Oct.  6,  1889 

July  I  2,  1896 

Feb.  20,  1876 

Julv  13.  1884 

Oct.  13,  1889 

July  19,  1896 

Oct.  4,  190,^ 

Feb.  27.  1876 

Julv  20,  1884 

July  26,  1896 

Oct.  II,  190,5 

Mar.  s,  1876 

Oct.  20,  1889 

July  27,  1884 

Aug.  2,  1896 

Aug.  9,  189O 

Nov.  3,  1889 

Aug.  23,  1896 

Xov.  I,  1903 

Mar.  12,  1876 

Aug.  10,  1884 

18:  9-17,  32,  ii 

Aug.  30,  1896 
Nov.  10,  1889 
Mar.  19,  1876 
Aug.  17,  1884 
Nov.  8,  1903 
Sept.  13,  1896 
Nov.  17,  1889 
Aug.  24,  1884 


7  :  18-29 
9:  1-13 

10 :  8-19 
15:  t-t2 


15  :  :-i4 


iS:  18-33 
18:  24-33 


22:  40-51 


^4:  15-25 


Kings  I  :  22-35 
I  :  28-39 
3:4-15 
3:  5-15 


4:  25-34 
5:  1-12 
6 :  1-14 


8:  S-21 
8 :  22-30 
8:  22-36 
8 :  54-63 

9'  1-9 


Oct.  5,  1884 

Oct.  4,  1896 

Dec.  6,  1903 

Oct.  19,  1884 

Nov.  24,  1889 

Oct.  II,  1896 

Oct.  18.  1896 

Nov.  I,  1896 

Oct.  26,  1884 

i-ii,  62,  63 

Dec.  13,  1903 

July  23,  1876 

July  30,  1876 

Nov.  2,  1884 

Dec.  I,  1889 

Nov.  8,  1896 

Nov.  15,  1896 

Aug.  6,  1876 

Nov.  29,  1896 

Dec.  20,  1903 

Nov.  9,  1884 

Dec.  8,  1889 

Nov.  16,  1884 

Dec.  15,  1889 

Dec.  6,  1896 

Dec.  22,  1889 

Jan.  4,  1891 

July  5.  1885 

Jan.  7,  1877 

July  3,  1904 


II :  26-43 
12 :  1-17 
12 :  6-17 
12  :  12-20 


56 


The  Uniform  Lesson 


The  Kingdom  Divided 
The  Sin  of  Jeroboam 
Idolatry  Established 
Idolatry  in  Israel 
Jeroboam's  Idolatry 
Omri  and  Ahab 


Elijah   the  Tishbite 

God's  Care  of  Elijah 

Elijah,  the  Prophet 

God  Taking  Care  of  Elijah 

Elijah  Meeting  Ahab 

Obadiah  and  Elijah 

Eliiah  and  Ahab 

Elijah  and  the  Prophets  ..f  Baal 

The  Prophets  of  Baal 

Elijah  and  the  Prophets  of  Baal 

Elijah  on  Carmel 

The  Prophet  tif  the  Lord 

Elijah  and  His  Sacrifice 

Elijah  on  Mount  Carmel 

Elijah  Discouraged 

Elijah's  Flight  and  Encouragement 

Elijah  at  Horeb 


Elijah  Encouraged 
Ahab's  Covetousness 
The  Story  of  Naboth 
Naboth's  Vineyard 
The  Story  of  Naboth 

Elijah  Taken  to  Heaven 
Elijah  Taken  Up  into  Heaven 
Elijah  Translated 

Elijah's  Spirit  on  Elisha 
The  Mantle  of  Elijah 
Elijah's  Successor 
Elisha  Succeeds  Elijah 
The  Spirit  on  Elisha 
The  Waters  Healed 
The  Widow's  Oil  Increased 
The  Oil  Increased 
The  Widow's  Oil  Increased 
Is  It  Well  with  the  Child? 
The  Shunammite's  Son 


Elisha  and  the  Shunammite 
The  Child  Restored  to  Life 
The  Little  Captive 
Naaman,  the  Leper 
Naaman  Healed 

Elisha  and  Naaman 
Naaman,  the  Syrian 
The  Leper  Healed 
Gehazi  Punished 
Gehazi's  Sin 
Gehazi,  the  Leper 
Elisha's  Defenders 
Elisha  at  Dothan 
Elisha's  Defenders 
Elisha  at  Dothan 


I  Kings  12 

:  16-25 

July  3> 

tSoS 

I  2 

25-33 

Jan.  14, 

1877 

July  12, 

1885 

__ 

,, 

Jan.  II, 

1 891 

^^ 

July  10, 

1904 

',!   1 6 

23-33 

July  31, 

1904 

i6 

23-34 

Jan.  21, 

1877 

„ 

July  19, 

1885 

17 

'I-16 

Jan.  28, 

1877 

,, 

July  26, 

1885 

,, 

,, 

Jan.  18, 

1 891 

,, 

,, 

July  10, 

1898 

17 

1-16 

Aug.  7, 

1904 

iS 

1-18 

Aug.  2, 

1885 

i8 

1-16 

Aug.  14, 

1904 

i8 

5-18 

Feb.  4, 

1877 

i8 

19-29 

Feb.  II, 

1877 

,, 

Aug.  0, 

1885 

i8 

25-39 

Jan.  25, 

1 891 

i8 

30-39 

July  17, 

1898 

i8 

30-46 

Aug.  16, 

1885 

_, 

Feb.  18, 

1877 

,, 

Aug.  2 1 , 

1904 

10 

'i-8 

Aug.  28, 

904 

19 

1-16 

July  24, 

1898 

19 

1-18 

Aug.  23, 

188s 

,, 

Feb.  I, 

891 

10 

8-18 

Feb.  25, 

877 

19 

0-18 

Sept.  4, 

904 

,,   21 : 

1-16 

Feb.  8, 

891 

21 

4-14 

Mar.  4,  I 

877 

21 

4-16 

July  31,  I 

898 

21  • 

4-19 

Aug.  30, 

88s 

2  Kings  2 

i-i  I 

Feb.  15  ] 

891 

Sept.  II 

904 

2 

i-i  2 

Mar.  II, 

877 

,,       2 

I-I5 

Sept.  6, 

885 

n      2 

6-15 

Aug.  7, 

898 

2 

9-iS 

Apr.  7, 

872 

,,      2 

I  2-22 

Feb.  22, 

891 

,, 

Oct.  2, 

904 

1.      2 

13-25 

Mar.  18, 

877 

,,      2 

19-25 

Apr.  14. 

872 

4 

1-7 

Apr.  21, 

872 

,, 

Apr.  I, 

877 

,, 

Oct.  9, 

904 

4 

18-26 

Apr.  28, 

872 

4 

18-37 

Sept.  13, 

88s 

4 

25-37 

Apr.  8, 

877 

Mar.  I, 

891 

i_ 

Aug.  14,  ] 

898 

„ 

,, 

Oct.  16 

904 

4. 

29-37 

May  5. 

872 

5: 

1-7 

May  12, 

872 

S: 

1-14 

Apr.  15,  3 

877 

Mar.  8, 

801 

,, 

Aug.  21, 

8g8 

Oct.  23,  I 

904 

5  : 

i'-i6 

Sept.  20, 

885 

S: 

8-14 

May  19, 

872 

5  : 

iS-27 

Mar.  15, 

891 

S: 

20-27 

May  26,  1 

872 

Apr.  22,  I 

877 

W          6: 

8-18 

June  2,  ] 

872 

j_ 

ji 

Apr.  20,  1 

877 

J, 

Mar.  22,  1 

891 

^, 

Aug.  28,  I 

898 

6 

8:23 

Oct.  4.  I 

88s 

liiicniatioiial  Lessons,  t8j2-iqo6 


57 


Elisha  at  Dothan 
God's  Deliverance 
Saved  from  Famine 
The  Famine  in  Samaria 

Jehu's  False  Zeal 
The  Good  and  Evil  in  Jehu 
Jehu,  the  King 
The  Boy  Joash  made  King 
The  Temple  Repaired 
Joash  Repairs  the  Temple 
The  Death  of  Elisha 
Death  of  Elisha 
The  Death  of  Elisha 
The  Captivity  of  Israel 
Captivnty  of  Israel 
Captivity  of  the  Ten  Tribes 

Hezekiah's  Good  Reign 
The  Assyrian  Invasion 

Hezekiah's  Prayer 
Hezekiah's  Prayer  Answered 
Josiah  and  the  Book  of  the  Law 
The  Book  of  the  Law  Found 
Judah  Carried  Captive 
Captivity  of  Judah 


David's  Love  for  God's  House 
David's  Charge  to  Solomon 


Solomon's  Choice 
Solomon's  Temple 
Rehoboam,  First  King  of  Judah 
Asa  Faithful  to  His  God 
Asa's  Good  Reign 
Reformation  under  Asa 
The  Covenant  Renewed 
Jehoshaphat's  Prosperity 
Jehoshaphat's  Good  Reign 
Jehoshaphat  Reproved 
Jehoshaphat's  Reform 
Jehoshaphat  Helped  of  God 
Joash  Repairing  the  Temple 
The  Temple  Repaired 

Uzziah's  Pride  Punished 
Ahaz's  Persistent  Wickedness 
Hezekiah's  Good  Reign 
Hezekiah,  the  Good  King 
Hezekiah  Reopens  the  Temple 
Hezekiah's  Great  Passover 
Hezekiah  and  the  Assyrians 
Sennacherib's  Invasion 
Manasseh  Brought  to  Repentance 
Manasseh's  Sin  and  Repentance 

Josiah's  Early  Piety 

Josiah's  Good  Reign 

The  Scriptures  Found  and  Searched 

Josiah  and  the  Book  of  Law 

The  Book  of  the  Law  Found 

The  Captivity  of  Judah 

The  Decree  of  C>tus 

The  Second  Temple 


Oct.  30 
June  9 

Apr.  s 

Oct.  1 1 

May  0 

Oct.  iS 

Apr.  1 2 

May  13 

Nov.  6 

Oct.  25 

Nov.  13 

May  27 

Nov.  : 

Sept.  4 

June  17 

May  24 

Dec.  1 1 

Sept.  18 

Nov.  22 

iQ  :  20-22,  28-37 

Nov.  13 

20  :  i-i  I       June  16 

,,  20:1-17       Nov.  29 

22  :  1-13  Jan.  3 

22  :  8-20         Dec.  4 

,,  24  :  10-16    June  23 

,,  25 :  1-12       Jan.  24 

,,  ,,  June  21 

I  Chron.  22:  6-16  Sept.  6 

,,          22:6-10  Oct.  1 2 

28  :  1-10  July  2 

,,  Nov.  29 


2  Kings  6  :  8-23 
7:1-11 
7  :  1-16 
7:  1-17 
7:1  2-20 
10:  15-31 
,,         10 :  18-31 
,.         10:  20-31 
,,         n  :  1-12 
12 :  i-s 
12:4-15 
13:14-21 
13:  14-25 

17:6-18 


17  :9-ll 
18:  1-12 


2  Chrun.  I  :  i-i 7 
3:  I -I  7 


July  9 

July  16 

Jan.  6 

Jan.  13 

July  17 

Oct.  2 

Jan.  20 

Jan.  27 

Oct.  9 

Feb.  3 

July  24 

14-22    Feb.  10 

4-13      Feb.  17 

Oct.  16 

Mav  51 

Feb.  24 

Mar.  3 

Mar.  10 

June  7 

Dec.  4 

Nov.  6 

Mar.  17 

July  2 

Mar.  24 

No\'.  20 

July  30 

Apr.  7 

Aug.  6 

34:  14-22    Apr.  14 

34:  14-28  Aug.  13 

,,  June  14 

36  :  1 1 -2 1     Sept.  3 

36  :  22-23  June  23 


12:  I-I  2 
14  :  I-I  I 
14  :  1-12 
14 :  2-1  2 
15:8-15 
17  :  i-io 

19  :  1-9 
19  :  i-i  I 


24:  4-14 
26:  16-23 
28:  19-27 
29  :  I-I  I 

29  :  20-31 
30:  1-13 
32:  9-21 
32  :  9-23 
ii  :  9-16 

33:  1-16 
34:  1-8 
34:  1-13 


904 

872 
891 
885 
877 
885 
891 
877 
904 
885 
904 
877 
88  s 
898 
877 
891 
904 
89H 
885 

898 
872 
885 
886 
898 
872 
886 


896 
884 
876 
903 

876 
876 
878 
878 
904 
89ii 
878 
878 
898 
878 
904 
878 
878 
898 
891 
878 
878 
878 
891 
904 
898 
878 
905 
878 
898 
90s 
878 
905 
878 
90s 
891 
90s 
878 


Ezra  I  :  1-4;  3"  8-13  Feb.  21,  1886 


58 


TJic  Vnijorm  Lesson 


Returning  from  the  Captivity 
Returning  Irom  Captivity 
Returning  from  Captivity 
The  Second  Temple 
Rebuilding  the  Temple 


The  Dedication 
Dedicating  the  Temple 
Ezra's  Journey  to  Jerusalem 

Nehemiah's  Prayer 


The  Mission  of  Nehemiah 
The  Builders  Interrupted 
Rebuilding  the  Walls  ot  Jerusalem 

Rebuilding  the  Wall 
The  Reading  of  the  Law 
Reading  the  Law 

Reading  and  Obeying  the  Law 
Public  Reading  of  the  Scriptures 
The  Keeping  of  the  Sabbath 
Keeping  the  Sabbath 


Haman's    Plot  against  the  Jews 
Queen  Esther 
Esther's  Petition 

Esther  Pleads  for  Her  People 
Esther  before  the  King 

Esther  Pleading  for  Her  People 
Ezra's  Journey  to  Jerusalem 

The  Afflictions  of  Job 

Afflictions  Sanctified 

Job's  Appeal  to  God 

Sanctified  Afflictions 

Prosperity  Restored 

Job's  Confession  and  Restoration 

The  Way  of  the  Righteous 

The  King  of  Zion 
Missionary  Lesson 
The  King  in  Zion 
God's  Works  and  Word 

The  Lord  My  Shepherd 

David's  Trust  in  God 

Confidence  in  God 

The  Joy  of  Forgiveness 

Sin,  Forgiveness  and  Peace 

David's  Confession  and  Forgiveness 

David's  Joy  over  Forgiveness 

Waiting  for  the  Lord 

The  Praj-er  of  the  Penitent 

David's  Confession 
David's  Repentance 

Missionary  Lesson 

Messiah's  Reign  (Missionary) 
Missionary  Lesson 


izra  I  :  i-i  I 

Jan.  I, 

1893 

1)     t» 

Aug.  27, 

1899 

,,     ,, 

Oct.  15, 

1905 

„   3:  1-13 

Jan.  5. 

1870 

Jan.  8, 

1893 

„   3:10-4:5 

Sept.  3, 

1899 

Oct.  22, 

1 90s 

,,   6 :  14-22 

Jan.  12, 

1879 

>>     .■ 

Feb.  5, 

1893 

„  8:21-32 

Oct.  22, 

1899 

^eh.  I  :  I -I  I 

Feb.  28, 

1886 

,,      „ 

Feb.  12. 

1893 

., 

Nov.  5. 

1,-99 

,,    I  .  l-IO 

Nov. 19, 

1905 

„   2:1-8 

Jan.  19, 

1879 

„   4:7-18 

Jan.  26, 

1879 

Nov.  12, 

1899 

W    4:7-20 

Dec.  3, 

1 90s 

,,   4:  9-21 

Feb.  1 9, 

1893 

„   8:  1-8 

Feb.  2, 

1879 

„  8:  1-12 

Mar.  7, 

1886 

,.     1, 

Feb.  26, 

1893 

„  8:8-18 

Dec.  10, 

1905 

,,  8:  1-12 

Nov.  19, 

1899 

„  13  :  15-22 

Feb.  9. 

1879 

t)     »> 

Mar.  5, 

1893 

„ 

Dec.  3, 

1899 

Esther  3  :  i-ii 

Oct.  8, 

1899 

4:  10-17 

Apr.  20, 

1879 

4  :  10-17;  5 

1-3 

Mar.  14, 

1886 

4:  10-5 : 3 

Nov.  s. 

1905 

4:  10-17;  S 

:  1-3 

Mar.  12, 

1893 

8:3-5,15- 

7  Oct.  IS, 

1899 

8:  21-32 

Nov.  12, 

1905 

I<)b  2  :  i-io 

Apr.  22, 

1893 

,.  5:  17-27 

Apr.  9, 

1893 

,,  23  :  i-io 

Apr.  16, 

1893 

.,  3i-  14-30 

Apr.  6, 

1879 

,,  42 :  I-IO 

Apr.  13, 

1879 

, 

Apr.  23, 

1893 

^salms  1:1-6 

Feb.  16, 

1879 

11      1. 

Apr.  3, 

1892 

,,    2:1-12 

Feb.  23, 

1879 

.. 

Mar.  25, 

1888 

»»      It 

Apr.  10, 

1892 

19:  1-14 

Aug.  31, 

1884 

Apr.  17, 

1892 

•,,   23  :  1-6 

Apr.  24, 

1892 

23 

Nov.  15, 

1903 

27  :  1-14 

Sept.  7, 

18S4 

32:1-11 

Mar.  9, 

1879 

,,      ,, 

Oct.  27, 

1889 

Aug.  16, 

1S96 

32 

Oct.  25, 

1903 

40:  1-17 

Sept.  14, 

1884 

51 :  I-I3 

Mar.  2, 

1879 

May  I, 

1892 

51  :  1-17 

Oct.  18, 

1903 

51  :  1-19 

Aug.  3, 

1884 

67  :  1-7 

Dec.  30, 

1888 

Sept.  29, 

1889 

„    72  :  i-iQ 

June  26, 

1802 

,,    72  :  1-20 

Mar.  30, 

1890 

I)ilcr>ialit>iuil  Lessons,  i8j2-ig()6 


59 


MEMBERS    OF    THE    LESSON    COMMITTEE 


B.  M.  Palmer,  D.D.     W.  G.  E.  Cunnyngham,  D.D.    J.  A.  Broadus,  D.D. 
1878-1884  1878-1896  1878-1895 


H.  L.  Baugher,  D.D.  J.  A.  Worden,  D.D. 

1878-1S96  1878-1884 


John  Potts,  D.D. 
1878  to  date 


M.  D.  Hodge,  D.D. 
I 884- I 896 


Hon.  S.  H.  Blake 
1884-1896 


Isaac  Errett,  D.D. 
1S84-1890 


6o 


The  Unijorin  Lesson 


Delight  in  God's  House 

Psalms  ot  Deliverance 
A  Song  of  Praise 
A  Song  of  Praise 
Missionary  Lesson 
Toy  in  God's  House 
Pilgrim  Songs 
Psalms  of  Deliverance 
The  Captives  in  Babvlon 
The  All-Seeing  God 

Proverbs  of  Solomon 
The  Proverbs  of  Solomon 
The  Call  of  Wisdom 
Wisdom's  Warning 
Rewards  of  Obedience 
The  Value  of  Wisdom 

Temperance  Lesson 

Honest  Industry 

True  Wisdom 

Fruits  of  Wisdom 

Destructive  Vices  (Tem.) 

Wine  a  Mocker  (Tem.) 

The  Curse  of  Strong  Drink  (Tem.) 

Timely  Admonitions  (Tem.) 

Cautions  against  Intemperance  (Tem.) 

Intemperance 

Drunkenness 

Temperance  Lesson 

Against  Intemperance 

The  Woes  of  the  Drunkard  (Tem.) 

Woes  of  Intemperance  (Tem.) 

Temperance  Lesson 

The  Excellent  Woman 


Vanity  of  Worldly  Pleasures 
Reverence  and  Fidelity 
The  Creator  Remembered 

A  Godly  Life 

The  Creator  Remembered 

The  Sinful  Nation 
Isaiah's  Message  to  Judah 

Temperance  Lesson 

The  Woes  of  Intemperance  (Tem.) 

Temperance  Lesson 

Isaiah  Called  to  Service 

Christmas  I^esson 

The  Character  of  the  Messiah 

The  Prince  of  Peace  (Christmas) 

Christ's  Coming  Foretold  (Christmas) 

The  Babe  and  the  King  ((Christmas) 

Missionary  Lesson 

The  Kingdom  of  Christ 

Messiah's  Kingdom  Foretold 

A  Song  of  Salvation 

Temperance  Lesson 

Overcome  with  Wine  (Tem.) 


Psalms  84  :  1-12 

Mar.  16. 

1879 

.. 

May  8 

1S92 

8s  and  126 

Oct.  29, 

1S99 

163  :  1-22 

Sept.  21, 

1S64 

.. 

May  i5> 

1892 

no  :  1-7 

Dec.  29, 

1S89 

122  :  1-7 

Oct.  I. 

1S99 

121  and  122 

Dec.  24. 

1905 

126  and  85 

Oct.  29. 

1S99 

137  :  1-9 

Oct.  6, 

1872 

139:  1-12 

Mar.  23, 

1879 

Prov  I  :  1-16 

Nov.  23, 

1884 

I  ■  i-ig 

Oct.  25, 

1896 

,.   I  ;  20-33 

Aug.  13, 

1876 

Apr.  30, 

1893 

.,   3:1-17 

Nov.  22. 

1896 

,.   3  •  1-19 

Aug.  20, 

1876 

,.   3:  ir-24 

May  7, 

1893 

4  •  lO-IQ 

Nov.  27, 

1898 

..     4:  13-19 

Sept.  27, 

1891 

6:6-22 

Aug.  27, 

1876 

„   8:  1-17 

Nov.  30, 

1884 

12:  i-is 

May  14, 

1893 

16:22-33 

Sept.  20, 

1896 

20  :  1-7 

Mar.  18 

1894 

20 :  I ;  23 •  20 

21,  29-35 

Nov.  22, 

1903 

23-  is-23 

Mar.  19, 

1893 

23  :  15-25 

Dec.  13, 

1896 

23  :  29-35 

Sept.  3, 

1876 

.. 

Dec.  7, 

1884 

Dec.  29, 

1889 

May  21, 

1893 

,, 

June  17, 

1894 

,,     ,, 

Nov.  26, 

1899 

Sept.  22, 

1 90 1 

Mar.  25, 

1906 

,   31  :  10-31 

Sept.  10, 

1876 

May  28. 

1893 

Eccles.  2  I -13 

Dec.  14, 

1884 

5 :  1-12 

June  4, 

1893 

12  :  1-7,  13, 

14 

June  II 

1893 

12:  1-14 

Sept.  17, 

1876 

„ 

Dec.  21, 

1884 

Isaiah  i  :  1-18 

Dec.  6, 

1885 

I  :  2-9,  16-20 

Nov  20, 

1904 

..   S-8-30 

Nov.  24 

1 90 1 

5 :  11-23 

Mar.  29 

T891 

Nov.  24 

1895 

. 

Nov.  25, 

1906 

6:  1-13 

Oct.  23. 

1898 

,.   91-7 

Dec.  22, 

1 90 1 

Dec.  24, 

1905 

,, 

Dec.  18, 

1904 

9:  2-7 

Dec.  23, 

1894 

.> 

Dec.  24, 

1899 

9:  6,  7 

Dec.  25, 

1881 

II  :  i-io 

Mar.  29, 

1891 

X 

Jan.  3, 

1892 

Oct.  30, 

1898 

26  •  T-IO 

Jan.  10, 

1892 

28  :  1-7 

Nov.  23, 

1902 

281-13 

Nov.  27, 

1904 

" 

Jan.  17, 

1892 

International  Lessons,  iSj2-igo6 


6i 


Temperance  Lesson 
Missionary  Lesson 
Hezekiah's  Prayer  and  Deliverance 
Hezekiah's  Prayer 

The  Blessings  of  the  Gospel  (Missionary) 
The  Coming  Sa\-iour 
The    Vanity    of    Graven    Images    (Mis- 
sionary) 
The  Suffering  Sa%-iour 


The  Saviour's  Call 

The  Gracious  Invitation 


The  Gracious  Call 
Missionary  Lesson 


Jeremiah  Predicting  the  Capti\-ity 

The  Xew  Covenant 

Jeremiah  in  Prison 

The  Rechabites 

The  Faithful  Rechabites 

Jehoiakim's  Wickedness 

Trying  to  Destroy  CJod's  Word 

Jehoiakim  Bums  the  Word  of  God 

Jeremiah  Persecuted 

Jeremiah  in  the  Dungeon 

The  Downfall  of  Judah 

The  Captivity  of  Judah 


Prophecy  against  Tvre 
The  Xew  Heart 
Promise  of  a  New  Heart 
The  Valley  of  Dry  Bones 
Ezekiel's  Great  Vision 
The  River  of  Salvation 
The  Life -Giving  Stream 

Daniel's  Temperance  Society 
The  Captives  in  Babylon 
Temperance  Lesson 
Daniel's  Abstinence 
Daniel  in  Babylon 

Daniel  and  His  Companions  (Tem.) 
Daniel  in   Babylon  (Tem.) 
The  Furious  King 
The  Interpreter 
Nebuchadnezzar's  Dream 

The  Brave  Young  Men 

The  Fiery  Furnace 

The  Hebrews  in  the  Fien'  Furnace 

The  Fiery  Furnace 

The  Young  Men  in  the  Fire 

The  Fiery  Furnace 

The  Outcast  King 

TemtJerance  Lesson 

The  Handwriting  on  the  Wall 

Temperance  Lesson 

The  Handwriting  on  the  Wall 


Isaiah  28  ;  1-18 

June  28, 

1891 

..       33:1-10 

Mar.  31, 

1889 

37:  14-21 

Jan.  24, 

1892 

,.       38:1-8 

July  9. 

1905 

40 :  i-io 

Mar.  27, 

1892 

42  :  i-io 

Apr.  27 

1879 

44:9-20 

Mar.  19, 

1893 

53:1-12 

May  4. 

1879 

Dec.  13. 

1885 

,, 

Jan.  31. 

1892 

„       52:  13-53 

12 

July  16, 

1905 

55  :  i-ii 

May  1 1 , 

1879 

Dec.  20, 

1885 

55:  1-13 

Julv  23. 

190s 

Feb.  7, 

1892 

'.'.      55:8-13 

June  29, 

1890 

„       60 :  1-12 

June  28, 

1891 

61 :  4-11 

June  24, 

1888 

Jer.  8  :  20-22;  9  : 

1-16 

Jan.  10, 

1886 

,.     31:27-37 

Feb.   14. 

1892 

..     33:  1-9 

Apr.  21, 

1878 

„     35:  12-19 

Apr.  28, 

1878 

Jan.  17. 

1886 

.,     36:  19-31 

Feb.  21. 

1892 

.,    36:20-32 

Dec.  1 1 , 

1898 

,,    36:  21-32 

Aug.  20, 

190S 

„     37:  11-21 

Feb.  28, 

1892 

,.     38:1-13 

Aug.  27, 

1905 

„     39:  I-IO 

Mar.  6, 

1892 

,,     52  :  i-i  I 

May  5. 

1878 

,. 

Dec.  18, 

1898 

Ezek.  26 :  7-14 

June  I, 

1879 

„      36:25-36 

Aug.  6, 

1899 

,,      36:25-38 

Mar.  13. 

1892 

37:   I-IO 

June  S, 

1879 

,.       37:1-14 

Aug.  13, 

1899 

„      47:  1-12 

Aug.  20, 

1899 

Sept.  10, 

1905 

Dan.  I  :  8-17 

Oct.  13, 

1872 

May  12, 

1878 

June  29, 

1890 

„      1  :  8-20 

Sept.  23, 

1894 

.,      I  :  8-21 

Jan.  31, 

1886 

.1 

Sept.  17. 

1905 

.. 

May  22, 

1892 

July  9. 

1899 

2  :  10-19 

Oct.  20, 

1872 

,,      2:  27-35 

Oct.  27, 

1872 

,.      2  :  36-45 

May  19. 

1878 

,,      2:  36-49 

May  29, 

1892 

..      3:13-18 

Nov.  3, 

1872 

..      3     13-25 

June  5, 

1892 

.,     3 ;  14-28 

Julv  16, 

1899 

,,     3.  16-28 

Feb.  7. 

1886 

„     3: 19-26 

Nov.  10. 

1872 

..        3:   21-27 

May  26. 

1878 

..      4     »(>-3i 

Nov.  17. 

1872 

..      5:1-6 

Sept.  28, 

1890 

„      sr  I-I2.  25 

-28    Feb.  14. 

1886 

.:         5:    1-13 

Mar.  20. 

1808 

..          5:17-31 

July  23. 
Nov.  24. 

1899 

„      5  :  22-31 

1872 

June  2, 

1878 

62 


The  Uniform  Lesson 


Daniel  and  Belshazzar 

The  Conspiracy 

Daniel  in  the  Den  of  Lions 

Daniel  in  the  Lions'  Den 

In  the  Den  of  Lions 

Daniel  in  the  Lions'  Den 

The  Den  of  Lions 

Messiah's  Kingdom 

Prayer  and  Answer 

The  Wonderful  Deliverance 

Sin  the  Cause  of  Sorrow 
The  Promise  of  Revival 
Gracious  Invitations 

The  Holy  Spirit  Promised 

Israel  often  Reproved 
The  Lamentation  of  Amos 
Israel  Reproved 
Sinful  Indulgence  (Tem.) 
Israel's  Overthrow  Foretold 

The  Story  of  Jonah 

Jonah  Sent  to  Nineveh 

Jonah  at  Nineveh 

Effect  of  Jonah's  Preaching 

Nineveh  Brought  to  Repentance 

The  Saviour's  Kingdom 

With  Review  Lesson 

Encouraging  the  People 
Encouraging  the  Builders 

Joshua,  the  High  Priest 
The  Spirit  of  the  Lord 
The  Need  of  God's  Spirit 
Power  through  the  Spirit 
Power  through  God's  Spirit 

Lessons  in  Giving 

Messiah's  Messenger 

Messiah's  Kingdom  (Missionary) 

Preparation  for  the  Messiah 

Consecration  to  God 

Fruits  of  Right  and  Wrong  Doing 

The  Child  Jesus 

The  Birth  of  Jesus  (Christmas) 

Christmas  Lesson 

The  Infant  Messiah 

The  Infant  Jesus 

Visit  of  the  Wise  Men 

The  Wise  Men  Find  Jesus 

The  Birth  of  Christ  (Christmas) 

The  Flight  into  Egypt 


John  the  Baptist 

The  Preaching  of  John 

Jesus  Baptized  b\-  John 

Tesus  and  John 

The  Baptism  of  Jesus 


Dan.  5  •  17-30 

Oct.  I, 

190S 

,,   6  ■  4-10 

Dec.  I, 

1672 

„   6  ;  10-23 

July  30. 

1899 

Oct.  8, 

1905 

,,  6:  14-23 

Dec.  8, 

1872 

June  9, 

1878 

!!   6.  1*6-28 

June  12, 

1892 

.,   7:0-14 

June  16, 

1878 

,,   Q-  16-23 

Dec.  15, 

1872 

12:  1-12 

Dec.  22, 

1872 

Hosea  10  :  i-is 

May  7, 

iSyi 

14:  1-9 

June  10, 

1877 

July  2, 

1S99 

Joel  2  :  28-32 

May  25, 

1879 

Amos  4  •  4-13 

May  3, 

1 89 1 

S'J-iS 

June  3. 

1877 

..   5:4-15 

Sept.  18, 

1904 

6:  1-8 

Sept.  II, 

1898 

.,   8:  1-14 

May  10, 

1891 

Jonah  I  :  1-17 

Nov.  8, 

188s 

., 

Apr.  19, 

1891 

3  :  i-io 

May  20, 

1877 

..     .1 

Nov.  15, 

188s 

Apr.  26, 

1891 

Micah  4:1-8 

May  18. 

1879 

Nahum  1:1-13 

June  24, 

1877 

Hag.  J  :  1-19 

Jan.  15, 

1893 

., 

Sept.  10, 

1899 

Zech.  3  :  i-io 

Jan.  22, 

1893 

4  :  i-io 

Jan.  2Q, 

1893 

.,   4:  1-14 

June  15, 

1879 

Sept.  17, 

1899 

4:1-10 

Oct.  29, 

1905 

Mai.  I  :  6-1 1 ;  3  : 

8-12 

Dec.  10, 

1890 

,,  3  ;  1-6;  4  ■ 

-6  Mar.  21, 

1886 

,,   3:1-12. 

June  18, 

1893 

Dec.  17, 

1905 

.V  3:8-18 

June  2, 

1879 

„  3  :  13-4: 6 

Dec.  17, 

1899 

Matt.  2  :  T-io 

July  6, 

1873 

2  :  i-i  I 

Dec.  24, 

1893 

Dec.  23, 

1900 

2:1-12 

Jan  4. 

1880 

July  3 

1887 

July  15. 

1894 

1. 

Jan.  14. 

1906 

Dec.  20 

1896 

Dec.  20, 

1903 

,,   2  :  13-23 

July  13. 

1873 

Jan.  II, 

1880 

".. 

July  10, 

1887 

.■ 

July  22, 

1894 

!! 

July  17. 

1887 

t<        »i 

Jan.  10, 

1904 

3:1-17 

Jan.  18, 

1880 

„    3:7-17 

Jan.  2, 

1898 

„    3:13-17 

July  20, 

1873 

July  24, 

1887 

hitcniatioual  Lcsxoiis,  iSj2-igt)6 


63 


The  Baptism  ami  Teniptatii  >\\  (jf  Jesus 
The  Temptation  of  Jesus 


Temptation  of  Jesus 

Jesus  Tempted 

Missionary  Lesson 

The  Ministry  of  Jesus 

Jesus  in  Galilee 

Beginning  of  the  Ministry  of  Jesus 

The  Beatitudes 


True  Disciples 

The  Beatitudes 

Jesus  Tells  Who  are  Blessed 

The  Truly  Righteous 

Jesus  and  the  Law 

The  Tongue  and  the  Temper 

Giving  and  Praying 

Piety  without  Display 

Teaching  to  Pray 

How  to  Pray 

Our  Father's  Care 

Trust  in  Our  Heavenly  Father 

Our  Father's  Care 

Golden  Precepts 

The  Saviour's  Golden  Rule 

Precepts  and  Promises 

Solemn  Warnings 

The  False  and  the  Trtte 

The  Two  Foundations 

Hearers  and  Doers  of  the  Word 
The  Centurion's  Faith 
The  Tempest  Stilled 
The  Power  of  Christ 
Power  to  Forgive  Sins 

The  Call  of  Matthew" 

Three  Miracles 

The  Harvest  and  the  Laborers 

The  Twelve  Sent  Forth 
The  Twelve  Called 
The  Twelve  Sent  Forth 

Confessing  Christ 
Jesus  and  John 
Christ's  Witness  to  John 
The  Invitation  of  Christ 
Judgment  and  Mercy 
Jesus  Warning  and  Inviting 
Warning  and  Invitation 
The  Gracious  Call 
Jesus  and  the  Sabbath 


Parable  of  the  Sower 

The  Preaching  of  John 
Parable  of  the  Sower 
Parable  of  the  Tares 


Matt.  3  :  13-4:  II 

Jan.  28, 

1900 

„ 

Jan.  17, 

1904 

4:1-11 

July  27, 

1873 

.. 

Jan.  25, 

1880 

•  < 

July  31, 

1887 

Feb.  4. 

1906 

.. 

Aug.  12, 

1894 

Jan.  9. 

1898 

4:12-16 

Sept.  25, 

1887 

..   4'  17-25 

Aug.  3. 

1873 

Aug.  7. 

1887 

Jan.  16, 

1898 

,,   4  :  25-5  :  12 

Apr.  I, 

1900 

5:1-12 

Aug.  10, 

1873 

Jan.  23, 

1898 

5  :  i-i'> 

Feb.  I, 

1880 

Aug.  14, 

1887 

Mar.  4, 

1906 

5  :  17-2') 

Feb.  8, 

1880 

Aug.  21, 

1887 

.,'   5  :  .5'i-4« 

Feb.  15. 

1880 

Mar.  1 1 , 

1906 

',!   6:1-1  5 

Feb.  22, 

1880 

,.   6:i-is 

Aug.  28, 

1887 

6:5-15 

Aug.  17, 

1873 

,, 

Jan.  30, 

1898 

,,   6  ;  24-34 

Feb.  29, 

1880 

Sept.  4, 

1887 

Feb.  6, 

1898 

7:1-12 

.Sept.  ri. 

1887 

7  :  1-14 

Mar.  7, 

1880 

Apr.  8, 

1900 

7  :  13-29 

Sept.  18, 

1887 

..   7.15-29 

Mar.  14. 

1880 

7  :  21-29 

Aug.  24, 

1873 

7  :  15-29 

Apr.  I, 

1906 

7  :  21-29 

Feb.  28, 

1904 

..   8:5-13 

Oct.  2, 

1887 

„   8:18-27 

Oct.  9, 

1887 

8:  18-34 

Apr.  4. 

1880 

9:  1-8 

Aug.  31, 

.873 

Oct.  16, 

1887 

y9-i7 

Feb.  13, 

1898 

9  18-31 

Oct.  23, 

1887 

..   9-  35-38;  10 

1-8 

Oct.  30 

1887 

9:35-10:8 

June  3. 

1900 

,,   10:1-15 

Sept.  7. 

1873 

10;  2-IS 

Feb.  20, 

1898 

10  :  5-16 

Dec.  16, 

1894 

lo-  32-42 

Nov.  6, 

1887 

II  :  i-ii 

Sept.  14, 

1873 

11:2-15 

Nov.  13, 

1887 

11:  20-30 

Apr.  I  I , 

1880 

Nov.  20, 

1887 

..      It 

May  6, 

1900 

M               1» 

Feb.  2  7. 

1898 

11:25-30 

Sept.  21, 

1873 

12  :  1-13 

Mar.  6, 

1 898 

12  :  1-14 

Nov.  27, 

1887 

12  :  1-13 

Feb.  21, 

1904 

12:  1-14 

Apr.  8, 

1906 

13:1-9 

Dec.  4. 

1887 

13:  1-8,  18-2 

3  May  20, 

1900 

13  :  1-12 

Jan.  10, 

1904 

13  :  18-23 

Oct.  5. 

1873 

r3  ;  24-30 

Dec.  1 1. 

1887 

13:  24-30;  3f 

-43 

May  6, 

1906 

'Of  THE     '^ 

-  NIVERSITY 


64 


The  Uuijonu  Lesson 


The  Wheat  and  the  Tares 


Parables  of  the  Kingdom 
Other  Parables 

Herod  and  John  the  Baptist 

John  the  Baptist  Beheaded 

Death  of  John  the  Baptist  (Tern.) 

The  Multitude  Fed 

Jesus  Feeds  the  Five  Thousand 

Walking  on  the  Sea 

Jesus  Walking  on  the  Sea 

Jesus  and  the  Afflicted 

The  Women  of  Canaan 

The  Great  Confession 

Peter's  Great  Confession 

Peter's  Confession  and  Christ's  Rebuke 

Confession  and  Cross  Bearing 

Peter  Confessing  Christ 

The  Cross  Foretold 

Sufferings  of  Jesus  Foretold 

The  Transfiguration 


Jesus  and  the  Little  Ones 
Christ  and  the  Children 
Jesus  and  the  Children 

A  Lesson  on  Forgiveness 

The  Duty  of  Forgiveness 
The  Forgiving  Spirit 
Jesus  and  the  Young 

The  Rich  Young'kuler 

Christ's  Last  Journey  to  Jerusalem 
Christ  Entering  Jerusalem 
Jesus  Entering  Terusalem  in  Triumph 
The  Triumphal  Entry 

Hosanna  to  the  Son  of  David 
The  Son  Rejected 
The  Marriage  Feast 


Christ  Silences  the  Pharisees 
Christ's  Last  Warning 
Christian  Watchfulness 
Watchfulness  (Tem.) 

The  Ten  Virgins 

Parable  of  the  Ten  Virgins 

The  Talents 

Parable  of  the  Talents  (Tem.) 

The  Jtidgment 

The  Dav'  of  Judgment 
Jesus  Anointed  at  Bethany 

The  Lord's  Supper 


Matt.  I J  :  24-30,  36- 
1 3  :  24-30,  37- 


13  :  24-33 

13  :  31-33,  44 


14:  13-21 

14 :  22-23 

14-  22-36 
15:  21-31 

16  :  13-23 
16.  11-28 

16  :  13-26 
16.  13-28 

16 :  21-28 

1 7. •  "1-8 

17  :  1-9 
17 ;  1-13 


19  :  13-22 
19  :  13-26 

19  ■  16-26 

20  :  17-29 

21  ;  I -1 6 
21  :  i-i 7 

21  :  6-16 
21  :  8-16 

21  :  33-46 

22  :  1-14 


22  :  34-46 

23  ••  27-39 
24:  42-51 


25  :  1-13 

25  :  14-30 

25  :  31-46 

26  :  6-16 
26  :  I  7-30 


■43 
Mar.  13, 

43 
Apr.   18, 
May  27. 
52 

Dec.  18, 

Jan.  I, 

Mar.  20, 

Mar.  13, 

Jan.  8, 

Mar.  20, 

Oct.  12, 

July  I, 

Jan.  15, 

Jan.  22, 

Apr.  3, 

Jan.  27, 

June  10, 

July  22, 

Apr.  25, 

Jan.  29, 

Oct.  19. 

Apr.  10, 

Oct.  26, 

Apr.  17, 

May  2, 

Feb.  5. 

Feb.  12, 

Feb.  10, 

Aug.  s, 

July  I, 

Feb.  19, 

Apr.  24, 

July  8, 

Aug.  12, 

Nov.  2, 

May  9, 

Feb.  26, 

Dec.  2, 

Mar.  4, 

Mar.  II, 

Sept.  9, 

Jan.  13, 

May  I, 

Nov.  9, 

Mar.  18, 

May  16, 

Apr.  I, 

May  8, 

Jan.  27, 

Apr.  8, 

Apr.  15, 

Apr.  21, 

May  15, 

Apr.  22, 

Oct.  14, 

Feb.  3, 

Apr.  29, 

Feb.  10, 

Oct.  21, 

May  23, 

May  6, 

May  22, 

Jan.  6, 

Oct.  28, 

May  13, 

May  29, 

Feb.  17, 


880 
900 

887 


904 
873 
900 
888 
888 
898 
895 
906 
900 
880 
888 
873 
898 
87.? 


89s 
goo 
906 


906 
900 
873 
880 
888 
900 


906 
901 
898 

873 


901 
888 
888 
89s 
898 
888 
906 
901 
888 
901 
906 
880 


901 
906 
888 
808 
901 


Ii!tcr>iaiional  Lcsso)is,  i8j2-igo6 


65 


MEMBERS    OF    THE    LESSON    COMMITTEE 


A.  E.  Di-NNiNG,  D.D. 

l884-tqo2 


J.  I.D.  Hinds,  Ph.D. 

1S84-1902 


D.  Berger,  D.D. 


B.  B.  Tyler,  D.D.  J.  .S.  Stahr,  Ph.D.  J.  R.  Samiev,  LL.D. 

1890  to  date  1890  to  date  1895  to  date 


H.  W.  Warren,  LL.U.         A.  F.  Schauffleu,  D.D.  E.  I.  Rexford,  LL.D. 

i8y6todale  1896  to  date  1896  to  date 


66 


The  Ufiijorin  Lesson 


The  Lord's  Supper 
The  Passover 
The  Lord's  Supper 
Jesus  in  Gethsemane 


Jesus  and  Caiaphas 

Jesus  before  Caiaphas 

Jesus  before  the  High  Priest 

Peter's  Denial 

Jesus  before  the  Governor 

Jesus  Condemned 

Jesus  Crucified 

The  Crucifixion 

Jesus  Crucified 

The  Crucifixion 

The  Resurrection 

The  Resurrection  of  Christ  (Easter) 

Christ  Risen 

Jesus  Risen 

Jesus  Risen  from  the  Dead 

Easter  Lesson 

After  the  Resurrection 

The  Risen  Lord 

The  Great  Commission 


The  BeginninR  of  the  Gospel 
The  Mission  of  John  the  Baptist 
The  Baptism  of  Jesus 

The  Beginning  of  the  Gospel 

Jesus  in  Galilee 

The  Authority  of  Jesus 

A  Sabbath  in  the  Life  of  Jesus 

A  Sabbath  in  Capernaum 

Jesus  Healing  in  Capernaum 

A  Sabbath  in  Capernaum 

A  Day  of  Miracles  in  Capernaum 

Power  to  Heal 

Healing  of  the  Leper 

The  Leper  Healed 

Forgiveness  and  Healing 

A  Paralytic  Healed 

Jesus  Forgives  Sins 
Power  to  Forgive 
Jesus'  Power  to  Forgive 
The  Publican  Called 
Jesus  at  Matthew's  Home 
The  Pharisees  Answered 

Jesus  and  the  Sabbath 

Jesus  Lord  of  the  Sabbath 
Christ  and  His  Disciples 
The  Twelve  Chosen 
Christ's  Foes  and  Friends 
Opposifon  to  Christ 
Parable  of  the  Sower 

The  Paraisle  of  the  Sower 
The  Growth  of  the  Kingdom 
Power  over  Nature 
Christ  Stilling  the  Tempest 
Jesus  Calms  the  Storm 
Power  over  Demons 


Matt.  26:  17-30 

Nov.  4 

1906 

26-  20-30 

May  29 

1904 

26  :  26-30 

Nov.  16 

1873 

26  •  36-46 

Nov.  23 

1873 

1 

May  20, 

1 888 

1      .. 

Feb.  24 

1901 

26  :  36-50 

Nov.  1 1 

1906 

May  30 

18S0 

!   26:'57-68 

Mar.  10 

1 90 1 

Nov.  18 

1906 

\       26. -'50-68 

Nov.  30 

1873 

26:67-75 

May  27 

1888 

27  :  1 1-26 

Dec.  7 

1873 

11 

June  s 

i8g8 

27:33-50 

June  3 

1888 

June  6 

1880 

June  1 2 

1898 

27  :  45-54 

Dec.  14 

1873 

28  :  1-8 

Dec.  21 

1873 

28  :  i-io 

Apr.  2 

1893 

,   28:1-15 

June  19 

1904 

June  10 

1888 

Dec.  16 

1906 

28  :  i-20 

Apr.  17 

1892 

28;  8-20 

June  13 

1880 

June  iQ 

i8j8 

28  :  16-20 

June  17 

1888 

. 

May  1 2 

1901 

Marlv  I  :  i-ii 

July  5 

1874 

,. 

Jan.  6 

1889 

Aug.  s 

1894 

. 

Jan.  28 

1906 

I  :  1-13 

Jan.  I 

1882 

I  :  14-28 

Jan.  8 

1882 

I  ;  16-27 

July  12 

1874 

1:21-34 

Jan.  13 

1889 

Oct.  21 

1894 

Ma:-.  4 

1900 

>> 

Feb  7 

1904 

Feb.  18 

1906 

I  :  29-45 

Jan.  15 

1882 

I  :  35-45 

Jan.  20 

1889 

.   t  ■  38-45 

July  19 

1874 

2  :  1-12 

Jan.  27 

1889 

,     „ 

Oct.  28 

1894 

Mar.  1 1 

1900 

.     .1 

Feb.  14 

1904 

2  :  1-17 

Jan.  22 

1S82 

2  :  1-12 

Feb.  25 

1906 

2:  13-17 

July  26 

1874 

2  :  13-22 

Mar.  18 

1900 

.   2:18-28:3: 

1-5 

Jan.  29 

1882 

.   2:23-38:3: 

1-5 

Aug.  2 

1874 

,     ,,     „ 

Nov.  4 

1894 

3  :  6-19 

Feb.  5 

1882 

Nov.  11 

1894 

.   3  ■•  20-3  5 

Feb.  12 

1882 

■   3:  22-35 

Nov.  25 

1894 

4 :  1-20 

Feb.  19 

1882 

Apr.  29 

1906 

4  :  10-20 

Feb.  3 

1889 

4  •  21-34 

Feb.  26 

1882 

4'  35-41 

Aug.  9 

1874 

Mar.  ^ 

1882 

_, 

Mar.  6 

1904 

5  :  I -1 5 

Aug.  16 

1874 

International  Lessojis,  i8j2~iQo6 


67 


Power  over  Evil  Spirits 

The  Fierce  Demoniac 

The  Fierce  Demoniac  Healed 

Power  over  Disease  and  Death 

Power  over  Death 

The  Daughter  of  Jairtis  Raised 

Power  over  Disease 

The  Timid  Woman's  Touch 

The  Mission  of  the  Twelve 

The  Great  Teacher  and  the  Twelve 

Death  of  John  the  Baptist 

, ,,       (Tern.) 

John  the  Baptist  Beheaded 
The  Martyrdom  of  the  Baptist 
The  Five  Thousand  Fed 
Feeding  the  Five  Thousand 

The  Five  Thousand  Fed 
Christ  Walking  on  the  Sea 
The  Tradition  of  Men 
The  Syrophcenician  Mother 
The  Gentile  Woman's  Faith 

SuJfFerers  Brovight  to  Christ 

The  Journev  to  Tvre  and  Sidon 

The  Deaf  Mute 

The  Leaven  of  the  Pharisees 

Seeing  and  Confessing  Christ     ■ 

Jesus  the  Messiah 

Peter  Confesses  the  Christ 

Following  Christ 

Christ  Transfigured 

The  Transfiguration 

The  Afflicted  Child 

The  Evil  Spirit  Cast  Out 

The  Mind  of  Christ 

The  Childlike  Spirit 

The  Childlike  Believer 

A  Lesson  on  Home 

Christ's  Love  to  the  Young 

The  Rich  Young  Ruler 

The  Rich  Young  Man 
Suffering  and  Service 
The  Ambition  of  James  and  John 
Blind  Bartimaeus 


Bartimreus  Healed 
The  Triumphal  Entry 


The  Fig  Tree  Withered 

The  Fruitless  Tree 

Prayer  and  Forgiveness 

The  Wicked  Husbandmen 

The  Rejected  Son 

The  Wicked  Husbandmen 

Pharisees  and  Sadducees  Silenced 

The  Two  Commandments 

The  Two  Great  Commandments 

Love  to  God  and  Men 

H^^^ocrisy  and  Pietv 

Destruction  of  the  Temple  Foretold 


Mark  s  ;  1-20 


5  ;  21-43 

5  :  22.2J.35 
5  ;  22-24,  35 

5  :  24-34 
5  ■  25-34 


17-29 
20-29 
30-44 


o ;  34-44 
6:  45-56 
7:  1-23 
7 :  24-30 


7  :  24-37 

7:  31-37 
8:  1-21 
8:  22-33 
8.  27-9- 


8: 

34-38-9 

9: 

2-10 

Q-. 

2-13 

9- 

14-32 

9 

17-29 

9: 

33-42 

9: 

33-50 

10 

:  1-16 

10 

:  13-22 

10 

:  17-27 

10 

■  17-31 

10 

••  32-45 

10 

:  35-45 

10 

•  46-52 

1 1  :  i-i  I 


1 1  :  I  2-14,  I 

I r  :  12-23 
1 1  :  24-33 
12 :  1-12 


12  :  13-27 
1 2 :  28-34 


12 :  28-44 
T  2 ;  38-44 
13:  1-13 


Mar.  12 
Feb.  20 
May  13 
Mar.  19. 

43  Aug.  30 
•43 

Apr.-  1 5 

Aug.  23 

Feb.  17 

Apr.  2 

Feb.  24 

Apr.  9 

June  lo 

May  20 

Jan.    6 

Sept.  6 

Apr.  16 

Jan.  13 

May  27 

Sept.  13 

Apr.  23 

Apr.  30 

Sept.  20 

July  15 

June  30 

May  7 

Apr.  3 

Oct.  4 

May  14 

May  21 

Mar.  3 

Apr.  10 

I     May  28 

Apr.  17 

June  4 

June  1 1 

Oct.  II 

Oct.  18 

Mar.  10 

June  iS 

July  2 

Mar.  1 7 

Mar.  10 

Aug.  26, 

July  9 

July  16 

May  22 

Oct.  25 

July  23 

Mar.  24 

Dec.  9 

July  30 

Apr.  7 

Apr.  7 

9-24 

Nov.  I 

Aug.  6 

Aug.  13 

Aug.  20 

Apr.  14 

Apr.  14 

Aug.  27 

Scot,  id 

Nov.  S 

Aor.  21 

Oct.  7 

Sept.  3 

Nov.  I  5 

Apr.  28 


[889 
[906 
[882 
1874 

[900 
1874 
1889 
1882 
18S0 
1882 
[900 
[906 
1895 
1874 
[882 
1895 
1906 
[874 
1882 
[882 
1874 
[900 
[906 
[882 
[904 

?4 


1874 
18-4 
1889 
1 882 
1882 
1889 
1895 
[906 


1904 

1874 
1S82 
18S9 
1900 
1882 
1889 


1874 


1882 
1906 
1874 
r889 
1006 
1882 
r874 


68 


The  Uniform  Lcssoti 


Calamities  Foretold 
Watchfulness  Enjoined 
The  Command  to  Watch 
The  Anointing  at  Bethany 


The  Passover 
The  L#ord's  Supper 


The  Agony  in  the  Garden 

The  Agony  in  Gethsetnane 

The  Betrayal 

Jesus  Betrayed  and  Taken  . 

Jesus  Betrayed 

Jesus  before  the  High  Priest 

Jesus  before  the  Council 

The  Denial 

Jesus  before  Pilate 

Christ's  Trial  before  Pilate 

Jesus  before  Pi!  ate 

Jesus  Mocked  and  Crucified 

Jesus  Crucified 

Jesus  on  the  Cross 

The  Crucifixion 

Christ  Crucified 

His  Death  on  the  Cross 

After  His  Death 

His  Resurrection 

The  Resurrection  of  Christ  (Easter) 

The  Resurrection  of  Jesus 

(Easter) 
Jesus  Risen 
The  Risen    Lord 
After  His  Resurrection 
Missionary  Lesson 

Zacharias  and  Elisabeth 
The  Forerunner  Announced 
The  Forerunner  of  Christ 
The  Song  of  Mary 


Mark  13  :  1-20 
13;  2i-.<7 
13:  24-37 
14:  1-9 
14  :  i-ii 
14:  3-9 
14 ;  12-21 
14  :  12-26 

14:  22-31 
14;  32-42 


:  42-50 
:  43-54 

:  53-64 
:  55-65 

;  55-72 
:  66-72 
:  1-15 


Lu 


The  Prophecy  of  Zacharias 
The  Song  of  Zacharias 
The  Birth  of  Jesus 

The  Shepherds  Find  Jesus 

Birth  of  Christ  the  Lord 

The  Birth  of  Jesus 

Jov  over  the  Child  Jesus 

The  Birth  of  Christ  (Christmas) 

Christinas  Lesson 
Simeon  and  the  Child  Jesus 
Jesus  Brought  into  the  Temple 
Presentation  in  the  Temple 
The  Childhood  of  Jesus 
The  Boyhood  of  Jesus 
Childhood  and  Youth  of  Jesus 
The  Youth  of  Jesus 
The  Boy  Jesus 

The  Bovhood  of  Jesus 
The  Child  Jesus  Visits  Jerusalem 
The  Preaching  of  John  the  Baptist  (Tem- 
perance") 
The  Preaching  of  John  the  Baptist 


15  :  1-20 
IS  :  16-26 
is:  21-39 
15:  22-37 
15:  22-39 


:  27-37 
38-47 
1-8 


16  :  1-13 
16  :  9-20 

t6  :  14-20 

e  r  :  5-17 

I  :  46-55 

I  :  67-79 

1  :  67-80 

2  :  I -1 6 

2  ;  1-20 
2  :  8-20 


2  :  25-38 
2  :  40-5  2 


3  ■■  1-17 
3:7-18 


Sept.  10, 

Sept.  17, 

May  5, 

May  12, 

Oct.  I, 

Nov.  22, 
Oct.  8, 
May  19, 
Apr.  28, 
Oct.  IS, 
Oct.  22, 
May  5, 

Nov.  29, 
Oct.  29, 
May  26, 
May  12, 
June  2, 
Nov.  s, 
Dec.  6, 

Nov.  12, 
May  19. 
June  s, 
June  9, 

Nov.  19, 

June  16, 
May  26, 
Dec.  13, 

June  12, 

Nov.  26, 

Dec.  3, 

Dec.  10, 

Mar.  25, 
June  2, 
Apr.  10, 

June  23, 

Dec.  20, 
Dec.  17. 

June  30, 

Jan.  2, 

Jan.  5, 

Jan.  5, 

Jan.  9, 

Jan.  12, 

Jan.  16, 

Jan.  19, 

July  I. 

Jan.  7, 

Jan.  7, 

July  7. 

Jan.  23, 

Jan.  26, 

Dec.  25, 

Dec.  22, 

Dec.  21, 

Jan.  30, 

Feb.  2, 

July  8. 

July  14. 

Feb.  6, 

Feb.  9, 

July  29, 

Jan.  12, 

Jan.  21. 

Jan.  3, 

Jan.  14, 

Jan.  21, 
Feb.  13. 


hitcniational  Lessons,  iSj2-ii)o6 


69 


The  Ministry  of  John 
Ministry  ot  John  the  Baptist 
The  Ministry  of  John  the  Baptist 
The  Temptation  of  Jesus 
The  Preaching  of  Jesus 
The  Early  Ministry  of  Jesus 
Jesus  at  Nazareth 

Jesus  Rejected  at  Nazareth 

Jesus  at  Nazareth 
The  Great  Physician 
The  Draught  of  Fishes 


Jesus  CalHng  His  Disciples 

Jesus  Calls  Four  Disciples 

Christ  Healing  the  Sick 

Christ  Forgiving  Sin 

The  Power  of  Jesus 

The  Pharisees  Oppose  Jesus 

The  Sermon  on  the  Mount 

Christ's  Law  of  Love 

The  Sermon  on  the  Mount     ^ 

The  Centurion's  Faith 

The  Centurion's  Servant  Healed 

Jesus'  Power  over  Disease  and  Death 

The  Great  Helper 

The  Widow  of  Nain 

Jesus  and  John  the  Baptist 
Witness  of  Jesus  to  John 
Christ's  Testimony  to  John 
The  Sinner's  Friend 

Forgiveness  and  Lo\e 

Tesus  at  the  Pharisee's  House 

The  Friend  of  Sinners 

The  Parable  of  the  Sower 

Christ's  Teaching  by  Parables 

The  Ruler's  Daughter 

Faith  Encouraged 

Preaching  the  Kingdom  (Missionary) 

Feeding  the  Multitude 

Jesus  the  Messiah 

The  Transfiguration 


Following  Jesus 

The  Mission  of  the  Seventy  (Missionary) 

The  Seventy  Sent  Forth 

The  Mission  of  the  Seventy 

Return  of  the  Seventy 
The  Good  Samaritan 


True  Love  to  One's  Neighbor 
The  Good  Samaritan 

Teaching  to  Pray 
Jesus  Teaching  How  to  Pray 
Teaching  about  Prayer 
Prayer  and  Promise 
Importunitv  in  Prayer 
The  Pharisees  Reproved 


ke  3  •  7-22 

Feb.  16, 

1890 

,   3  ■  15-22 

July  21, 

1878 

Jan  19, 

1896 

4 •  1-13 

Feb.  23. 

1890 

4  :  14-21 

Feb.  20, 

1881 

,   4  :  14-22 

Jan.  26, 

1896 

,   4:  16-30 

July  28, 

1878 

Oct.  7, 

1894 

, 

Feb.  25, 

1900 

Jan.  24, 

1904 

4  :  16-32 

Mar.  2, 

1890 

,   4  ■•  33-44 

Mar.  9, 

1890 

5  •  I  -  " 

Aug.  4. 

1878 

Mar.  16, 

1890 

Oct.  14, 

1894 

Feb.  II. 

1905 

Jan.  31. 

1904 

5  :  12-26 

Feb.  27, 

1 88 1 

.   5:17-26 

Mar.  23, 

1890 

Feb.  2, 

1896 

6  :  i-ii 

Feb.  21, 

1904 

6:20-31 

Nov.  18, 

1894 

,,   6:27-38 

Apr.  6, 

1890 

, .   6  :  4 1  -49 

Feb.  9, 

1896 

7  :  i-io 

Aug.  1 1 , 

1878 

Apr.  22, 

1900 

Apr.  15, 

1906 

,','   7:2-16 

Feb.  16, 

1896 

7  ■■  II-I7 

Aug.  18, 

1878 

..   7:11-18 

Apr.  13, 

1890 

.,   7:  18-28 

Apr.  29, 

1900 

,,   7  :  19-28 

Mar.  6. 

1881 

..   7  :  24-35 

Dec.  2, 

1894 

7  :  36-50 

Mar.  13, 

i88t 

Apr.  22, 

1906 

Apr.  20, 

1890 

May  13. 

1900 

',.   7  :  40-50 

Aug.  25, 

1878 

.,   8  4-15 

Apr.  27, 

1890 

Dec.  9. 

1894 

',,   8:  4t.  42,  49 

-56  Mav  4, 

1890 

.,   8:43-55 

Feb.  23. 

1896 

9:1-6 

Mar.  27, 

i88[ 

9  :  10-17 

May  1 1, 

1890 

.,   9:  18-27 

Mar.  I, 

1S96 

,,   9:28-36 

Mav  18, 

1890 

.. 

Feb.  3. 

1895 

.. 

July  29, 

1900 

June  17, 

1906 

9 :  51-62 

Apr.  3. 

1881 

10  :  1-9 

Mar.  24, 

1895 

10  :  i-i  1,17- 

20 

Sept.  2, 

1900 

10  :  1-12 

Apr.  24, 

1904 

10  :  i-t6 

May  25, 

1890 

10:  17-24 

Sept.  I, 

1878 

,,   10:  25-37 

Apr.  10, 

1881 

June  I, 

1890 

Feb.  17. 

1895 

.. 

July  15. 

1906 

Mar.  8, 

1896 

Sept.  9, 

1900 

10:30-37 

Sept.  8, 

1878 

11:  1-13 

June  8, 

1890 

It 

July  22, 

1906 

Mar.  IS, 

1896 

Mav  I, 

1904 

..   11:5-13 

Sept.' 1 5. 

1878 

,,   11:37-47 

Apr.  17, 

1881 

70 


The  L'niforni  Lc: 


Covetousness 

The  Rich  Man's  Folly 

Warning  against  Covetousness 

The  Ricn  ii-ool 

Trust  in  Our  Heavenly  Father 

The  Duty  of  Watchfulness  (Tern.) 

Watchfulness  (Tern.) 

Faithful  and  Unfaithful  Servants  (Tern.) 

Lawful  Work  on  the  Si.bbath 

Warning  against  Formalism 

Warning  against  Sin 

Jesus  Dining  with  a  Pharisee 

The  Gospel  Feast 
The  Great  Supper 
Parable  of  the  Great  Supper 

False  Excuses 
Taking  Up  the  Cross 
Lost  and  Found 

The  Lost  Sheep  and  Lost  Coin 
The  Prodigal  Son 


The  Lost  Found  (Tem.) 
The  Prodigal  Son 

The  Parable  of  "the  Two  Soi 

The  Unjust  Steward 

The  Rich  Man  and  Lazarus 


Faith 

The  Ten  Lepers 

The  Ten  Lepers  Cleansed 

Parables  on  Prayer 

Prevailing  Prayer 

The   Judge,   the   Pharisee   and   the    Pub 

lican 
Whom  the  Lord  Receives 
Lessons  on  Prayer 
Entering  the  Kingdom 
Bartimeus  and  Zacchaeus 
Zacchaeus  the  Publican 
Jesus  and  Zacchaeus  the  Publican 
ZachcBus  the  Publican 

Parable  of  the  Pounds 


Jesus  Entering  Jerusalem 
Parable  of  the  Vineyard 
Jesus  Teaching  in  the  Temple 
Missionary  Lesson 
Judaism  Overthrow^j 
Destruction  of  Jerusalem  Foretold 
The  Lord's  Supper 

The  Spirit  of  True  Service 

Warning  to  the  Disciples 

Jesus  in  Gethsemane 

Tesus  Accused 

Jesus  before  Pilate  and  Herod 

"Jesus  Condemned 


Luke  I  2 : 

13-21 

Apr.  24, 

1881 

June  15, 

i8go 

12: 

13-2^. 

Sept.  22, 

1878 

.  Sept.  16, 

1900 

12: 

22-34 

June  22, 

1890 

12: 

35-46 

Sept.  23, 

1900 

12: 

35-48 

May  8, 

1904 

, ,   12: 

37-48 

Mar.  22, 

1896 

..   13: 

10-17 

July  6, 

1890 

13  : 

22-30 

Oct.  6, 

1878 

Apr.  s, 

1896 

,.   14: 

I-I4 

Oct.  7, 

1900 

July  29, 

1906 

u: 

15-24 

Oct.  13, 

1878 

July  13. 

1890 

,, 

Apr.  12, 

1896 

,, 

Oct.  14, 

1900 

Aug.  5, 

1906 

,,   1 4: 

25-35 

July  20, 

1890 

,.   15  : 

I-IO 

May  I, 

1881 

,, 

July  27, 

1890 

,, 

Oct.  21, 

1900 

,,   15 

1 1-24 

Oct.  20, 

1878 

„ 

May  8, 

1881 

Aug.  3, 

1890 

__ 

„ 

Aug.  19, 

1896 

,, 

Aug.  28, 

1900 

May  IS, 

1904 

,, 

,, 

Aug.  12, 

1906 

,.   i'>: 

I-I3 

Nov.  4, 

1900 

,,   16: 

19-31 

Oct.  27, 

1878 

„ 

May  15, 

1881 

,, 

,, 

Aug.  10, 

1890 

■_, 

Apr.  26, 

1896 

Nov.  1 1, 

1900 

17 

5-10 

May  3. 

1896 

17 

I  1-19 

Nov.  3, 

1878 

Aug.  17, 

1890 

Nov.  18, 

1900 

','.  18: 

1-14 

May  22, 

i88r 

Aug.  24, 

1890 

25 

19-10 

Sept.  2, 

1900 

..   18 

9-17 

Nov.  10, 

1878 

May  10, 

1896 

!',   18 

15-30 

Aug.  31, 

1890 

,,   18 

35-19: 

10  Sept.  2, 

1906 

19 

I-IO 

Nov.  17, 

1878 

Sept.  7, 

1890 

_, 

Mar.  17, 

1895 

Dec.  16, 

1900 

19 

11-27 

May  29, 

1881 

Sept.  14. 

1890 

,, 

,, 

May  I  7, 

1896 

__ 

Dec.  23, 

1900 

,.    TO 

'37-48 

Sept.  21, 

1890 

,,    20 

9-19 

Oct.  5, 

1890 

May  24, 

1896 

21 

1-4 

Sept.  28. 

1890 

21 

8-21 

Nov.  24, 

1878 

2t 

20-36 

Mav  31. 

1896 

,,     22 

7-20 

Oct.  12, 

1800 

,,     22 

10-20 

Dec.  I, 

1878 

22 

24-37 

Oct.  19, 

1890 

June  7 

1896 

..    22 

39-53 

Oct.  26, 

1890 

22 

54-71 

Nov.  2 

1890 

,,   2,; 

1-12 

Nov.  9 

1890 

.,    23 

:  13-23 

Nov.  16 

1890 

hitcniatioiial  Lessons,  iSj2-ig()6 


71 


MEMBERS    OF    THE    LESSON    COMMITTEE 


John  R.  Pepper  E.  B.  Kephart,  D.D.  M.  Rhodes,  D.D. 

i8y6todate  1896-1902  1896  to  date 


Prof.  J.  M.  Stifler  O.  P.  Gifford,.  D.D.  Eowin  I..  Shuev,  M.A. 

1899-1902  1902  to  date  1902  ti)  date 


C.  R.  Hemphill,  D.D. 
igo2  to  date 


Prof.  Ira  M.  Price 
1902  to  date 


Wm.  Patrick,  D.D. 
1902  to  date 


7- 


The  Unijorni  Lesson 


Jesus  before  Pilate 
Jesus  and  Pilate 
rhe  Cross 
Jesus  on  the  Cross 
The  Crucifixion 
Jesus  Crucified 

Jesus  Crucified  and  Buried 

Jesus  Risen 

The  Resurrection  of  Christ  (Easter) 

The  Resurrection  of  Jesus 

Easter  Lesson 

The--Walk  to  Emmaus 


Jesus  Made  Known 

The  Risen  Lord 

Jesus  Ascends  into  Heaven 

The  Saviour's  Last  Words 

The  Gospel  for  the  World  (Missionary) 

Jesus'  Parting  Words 

The  Saviour's  Parting  Words  (Miss'y) 

Jesus  Ascends  into  Heaven 


The  Word  Made  Flesh 
Christ  the  True  Light 
Christmas  Lesson 
The  Word  Made  Flesh 

Christ  the  Life  and  Light  of  Men 

The  Witness  of  John  the  Baptist  to  Jesus 

Christ's  First  Disciples 

Following  the  Lamb 

Christ's  First  Disciples 

The  First  Disciple  of  Jesus 

First  Disciples  of  Jesus 

The  First  Disciples 

Jesus  Wins  His  First  Disciple 

Jesus  at  the  Marriage 

The  First  Miracle 

Christ's  First  Miracle 

First  Miracle  of  Jesus 

The  First  Miracle  in  Cana 

Christ's  First  Miracle 

Jesus  Cleansing  the  Temple 

Jesus  and  Nicodemus 

Christ  and  Nicodemus 

Jesus  and  Nicodemus  ' 


The  New  Birth 
The  Water  of  Life 
Christ  at  Jacob's  Well 

Jesus  at  the  Well 
Christ  at  Jacob's  Well 
Jesus  at  Jacob's  Well 

Sowing  and  Reaping 

The  Nobleman's  Son 

The  Nobleman's  Son  Healed 

The  Second  Miracle  in  Cana 

Jesus  at  Bethesda 


Luke  23 

:  13-25 

Dec.  2, 

1906 

..   23 

:  13-26 

Mar.  17, 

1901 

..   23 

:  33-46 

Dec.  8, 

1S78 

Dec.  9, 

1906 

June  5. 

1881 

June  14, 

1896 

'.'.   23 

•  33-47 

Nov.  23, 

1890 

..   23 

:  35-53 

Mar.  24, 

1 901 

,.   24 

:  1-12 

Nov.  30, 

1890 

,, 

Apr.  5. 

1896 

Apr.  7, 

1 90 1 

,, 

Apr  23, 

1905 

..   24 

:  13-27 

Dec.  7, 

1890 

..   24 

:  13-32 

Dec.  15. 

1878 

June  12, 

i88r 

,, 

June  9, 

189s 

,.   24 

:  13-35 

Apr.  21, 

1 90 1 

..   24 

;  28-43 

Dec.  14, 

1890 

25 

:  36-53 

June  21, 

1896 

Dec.  23, 

1906 

'..   24 

:  44-53 

Dec.  22, 

1878 

June  26, 

1881 

Dec.  21, 

1890 

,, 

June  23, 

189s 

,, 

Mav  19, 

1901 

(Acts  I 

i-ii)' 

John  I  : 

1-14 

July  4. 

1875 

Jan.  I, 

1899 

,^ 

Dec.  23, 

1906 

I  : 

1-18 

Apr.  4, 

1886 

July  5. 

1891 

Jan.  I, 

1905 

I  : 

19-34 

Jan.  S, 

1905 

..   I  : 

29-42 

July  I  2, 

1891 

I  ■ 

35-46 

July  1 1 , 

1875 

Jan.  8, 

1899 

,, 

Feb.  4, 

1900 

!■      I  '■ 

35-49 

Aug.  19, 

1894 

I : 

35-51 

Apr.  1 1 , 

1886 

Jan.  15, 

1905 

2  : 

i-i  I 

July  18, 

1875 

__ 

Apr.  1 8, 

1886 

__ 

July  19. 

1891 

,, 

Aug.  26, 

1894 

,, 

Jan.  22, 

190s 

,,   2 : 

i-il 

Jan.  15, 

1899 

.>   2  : 

13-25 

Sept.  2, 

1894 

,.   3: 

1-16 

Sept.  9, 

1894 

__ 

Jan.  22, 

1899 

..   3: 

1-17 

July  26, 

1891 

..   3 : 

1-18 

Apr.  25. 

1886 

^_ 

Feb.  II, 

1900 

3  : 

1-15 

June  29, 

1 90s 

..   3: 

7-17 

July  25, 

1875 

..   4; 

5-15 

Aug.  I, 

1875 

Jan.  29, 

1899 

..   4' 

S-14 

Feb.  5, 

1905 

..  A- 

5-26 

May  2, 

1886 

Aug.  2, 

1891 

Feb.  18, 

1900 

„     4: 

9-26 

Sept.  16, 

1894 

..  4: 

27-42 

May  9, 

1886 

.,  4: 

43-54 

Mav  16, 

1886 

Feb.  5, 

1899 

Feb.  12, 

1 90s 

»»   5  - 

5-15 

Aug.  8, 

187s 

»»   5  • 

5-18 

May  23, 

1886 

1.   5  : 

I-15 

Feb.  19, 

1 90s 

Intcr)iaiio)ial  Lessons,  i8j2-i(^o6 


73 


Christ's  Di\-ine  Authority 

Christ's  Authority 

The  Five  Thoiisand  Fed 

Christ  Feeding  the  Five  Thousand 

Jesus  Feeding  Five  Thousand 

The  Miracle  of  the  Loaves  and  Fishes 

The  Feeding  of  Five  Thousand 

Jesus  the  Bread  of  Life 

Christ  the  Bread  of  Life 

The  Bread  of' Life" 
Christ  at  the  Feast 

Jesus  at  the  Feast 
Jesus  the  Christ 

Christ  Freeing  from  Sin  (Teni.) 
Freedom  by  the  Tnith 
Jesus  and  Abraham 

The  Slaverv  of  Sin 
The  True  Children  of  God 
The  Light  of  the  World 
Christ  and  the  Man  Bom  Blind 
Christ  Healing  the  Blind  Man 
Christ  Healing  the  Man  Bom  Blind 
Christ  Healing  the  Blind  Man 
•  Jesus  and  the  Blind  Man 
The  Man  Bom  Blind 
The  Good  Shepherd 
Christ  the  Good  Shepherd 

Jesus  the  Good  Shepherd 


The  Death  of  Lazraus 
The  Resurrection  of  Lazarus 
Christ  Raising  Lazarus 
The  Raising  of  Lazams 
,,         ,,  ,,  ..        (Easter) 

The  Resurrection  and  the  Life 

Christ  Rejected  (Review) 

The  Anointing  in  Bethany 

The  Supper  at  Bethany 

Jesus  Honored 

The  Entry  of  Jesus  into  Jerusalem 

Greeks  Seeking  Jesus 

(Jentiles  Seeking  Jesus 

Christ  Foretelling  His  Death 

Jesus  Lifted  Up 

Washing  the  Disciples'  Feet 

Jesus  Teaching  Humility 
Washing  the  Disciples'  Feet 
Jesus  Teaching  Humility 
Warning  to  Judas  and  Peter 
Many  Mansions 

Christ  Comforting  His  Disciples 
Jesus  Comforting  His  Disciples 
Jesus  the  Way  and  the  Truth  and 

Life 
The  Comforter  Promised 
The  Promise  of  the  Father 
The  Vine  and  the  Branches 


the 


Jesus  the  True  Vine 


ohn  5  :  17-27 

Feb.  12, 

1899 

..   5  :  17-30 

Aug.  9, 

1 891 

6 :  1-14 

Aug.  16, 

1 891 

Feb.  19, 

1899 

''.      (>:i'-2i 

May  30, 

1886 

6:1-14 

Feb.  26. 

1 90s 

..   6:5-14 

June  17, 

1900 

6:  22-40 

June  6, 

1886 

II      >i 

July  8, 

1900 

,.   6:25-35 

Jan.  20, 

1895 

6 :  26-40 

Aug.  23, 

1 891 

,.   6 :  47-38 

Aug.  15, 

1875 

„   7:  14.  28-37 

Feb.  26, 

1899 

..   7:31-44 

Aug.  30, 

1891 

,.   7:37-46 

Mar.  5. 

1905 

„   7:37-52 

June  I  J, 

1886 

7 :  40-46 

Aug.  22, 

1875 

,,   8:  12,  31-36 

Mar.  5. 

1890 

..   8  :  28-36 

Aug.  29, 

187s 

,.   8:31-38,44 

•59 

June  20, 

1886 

,,   8:31-40 

Mar.  12, 

1905 

„   8:31-47 

Sept.  6, 

1891 

9:1-11 

Sept.  5, 

187s 

Feb.  24, 

189s 

Mar.  12, 

1899 

Mar.  19, 

190S 

,.   9:  i-ii.  35-3 

;8  Sept.  13, 

1891 

„   9:1-17 

July  4, 

1886 

Aug.  19, 

1900 

10  ■  1-1  I 

Sept.  12, 

187s 

10:1-16 

Sept.  20, 

1891 

.. 

Mar.  19, 

1899 

Aug.  26, 

1900 

,,   10  :  i-iS 

July  II, 

1886 

„   10:7-18 

Apr.  2, 

1 90s 

II  :  1-16 

July  18, 

1886 

,,   II  :  17-44 

July  25, 

1886 

,.   11:21-44 

Oct.  4. 

1891 

,,   11:30-45 

Mar.  3. 

1895 

,,   11:32*45 

Apr.  2, 

1899 

Apr.  9, 

190s 

,,   II  :  34-44 

Sept.  19, 

187s 

,.   II  :  47-53 

Sept.  26, 

187s 

12:1-11 

Apr.  9, 

1899 

Apr.  16, 

1 90s 

12:1-16 

Aug.  I, 

1886 

12:1  2-26 

Apr.  23, 

1905 

.,   12-  20-33 

Jan.  20, 

1 90 1 

12:  20-36 

Aug.  8, 

1886 

Oct.  II. 

1891 

.'.    12-  23-33 

Oct.  3, 

1875 

13:  1-9 

Oct.  10, 

1875 

I  ?  I-I4 

Apr.  30, 

1905 

,,  13:1-17 

Aug.  15. 

1886 

Oct.  18, 

1 89 1 

Apr.  16, 

1899 

.,  I?- 21-38 

Aug.  22, 

1886 

..   14:  1-7 

Oct.  17, 

1S75 

14:  1-3.  '5- 

27  Oct.  25, 

1891 

14:  l-«4 

,Aug.  29, 

1886 

Apr.  23, 

1899 

.,   14:  15-27 

Apr.  30, 

1899 

June  3, 

1906 

','.   i5:'i-8 

Oct.  24, 

iSt=; 

15  :  •-• ' 

Mav  7. 

1890 

13  :  1-12 

May  7. 

1905 

»5  :  '-■6 

Sept.  5. 

1886 

74 


The  Uniform  Lesson 


Christ  the  True  Vine 
Friends  and  Foes  of  Jesus 
The  Work  of  the  Holy  Spirit 
The  Mission  of  the  Spirit 
The  Comforter  Promised 
The  Work  of  the  Spirit 
Christ's  Prayer  for  His  Disciples 
Jesus  Interceding 

Jesus  Prays  for  His  Followers 

Christ  Betrayed 

Jesus  Betrayed 

"Christ  Betrayed  and  Arrested 

Jesus  Betrayed 

Christ  before  the  High  Priest 

Jesus  before  Pilate 


Jesus  the  King 

Jesus  Delivered  to  be  Crucified 

Christ  before  Pilate 

Jesus  Crucified 

Christ  Crucified 

The  Crucifixion 

Jesus  on  the  Cross 

Jesus  Risen 

Christ  Risen 

Easter  Lesson 

Jesus  and  Mary 

Jesus  Appears  to  Mary 

Easter  Lesson 

Christ  Risen 

The  Resurrection 

Jesus  Appears  to  the  Apostles 

Thomas  Convinced 

Jesus  and  Thomas 

The  Risen  Christ  and  His  Disciples 

Peter  and  the  Risen  Lord 

Peter  Restored 

Jesus  and  Peter 


Jesus  Ascends  into  Heaven 

The  Promise  uf  Power 

The  Ascending  Lord 

The  Ascension  of  Christ 

The  Ascending  Lord 

Christ's  Ascension 

The  Day  of  Pentecost 

The  Holy  Spirit  Given 

The  Promise  of  Power  Fulfilled 

The  Day  of  Pentecost 

The  Descent  of  tne  Spirit 

The  Holy  Spirit  Given 

The  Descending  Spirit 

Peter's  Defense 

The  Exalted  Saviour 

A  Multitude  Converted 

The  Early  Christian  Church 

The  Believing  People 

The  First  Christian  Church 

The  Early  Christian  Church 

The  Lame  Man  Healed 

The  Healing  Power 
The  Lame  Man  Healed 


3hn  15- 

1-16 

,,   15 

11-19 

,.   16 

1-15 

,.   16 

5-20 

,,   16 

5-15 

„   16 

7-14 

,,   17 

1-19 

..   17 

1-26 

,.   17 : 

15-21 

,,   17 

15-26 

,,   18 

1-13 

,,   iS 

1-14 

iS  :  15-27 
18:  28-40 


18:  33-38 
ig  :  1-16 


6-18 
1 1-18 


20  :  1 1-20 
20 ;  1 1-23 
20  :  iQ-29 

20  :  19-31 
20:  24-31 

21  :  1-14 
21  :  4-17 
21  :  4-19 
21  :  1 5-22 


Acts  I  :  I -I  I 

(Luke 
,,      I  :  i-i  I 
,,      1:1-12 

,,      I  :  1-14 

2:1-11 


2  :  1-12 
2 :  1-13 
2  :  1-16 
2  :  1 2-28 
2;  32-4t 
2:  32-47 
2:  37-47 


I-IO 

i-i  I 


3  :  1-16 


Nov.  I, 
Oct.  31. 

Nov.  8, 
Sept.  12, 
June  1 1 , 

Nov.  7, 
Nov.  15, 
Sept.  ig, 
Nov.  14, 
May  14. 
Nov.  22, 

Oct.  3. 
May  14, 

Mar.  3, 
May  21, 
Oct.  lo, 
May  28, 
May  21, 
Nov.  21, 
Oct.  17, 
Nov.  29, 
Oct.  24, 

Dec.  6, 

June  4, 
May  28, 
Nov.  28, 
Oct.  31. 
Dec.  13, 
Mar.  30, 

Dec.  5. 
Apr.  14, 

Apr.  i. 
June  1 1 , 

June  4, 
Apr.  28, 

Nov.  7, 
Dec.  12, 
Dec.  20, 
June  16, 
Nov.  14, 
Dec.  ig. 

May  5. 

May  ig, 

:  44-53) 

Jan.  5, 

Apr.  2, 

July  3. 

Jan.  7. 

Jan.  3, 

Apr.  9. 

May  26, 

Jan.  12, 

May  22, 

July  10, 

Jan.  10, 

Jan.  14, 

Apr.  1 6, 

.     Jan.  7> 

Jan.  17, 

Apr.  23, 

Jan.  21, 

July  17. 

Jan.  ig, 

Jan.  26, 

Apr.  30, 

Jan.  28, 

July  24, 

Jan.  24, 


hiicrtiatioual  Lessons,  iSj2-Tgo6 


75 


The  Prince  of  Life 

ine  i'osvcr  oi  Jesus'  Name 

The  First  Persecution 

None  Other'  Name 

The  Boldness  of  Peter  and  John 

Peter  and  John  before  the  Council 

Christian  Courage 

The  Apostles'  Confidence  in  God 
Christian  Fellowship 
True  and  False  Giving 
Lying  unto  God 
Ananias  and  Sapphira 

The  Sin  of  Lying 

The  Apostles  in  Prison 

Persecution  Renewed 

The  Prison  Ojiened 

The  Apostles  Persecuted 

The  Apostles  before  the  Council 

The  Second  Persecution 

The  Seven  Chosen 

The  Arrest  of  Stephen 
The  First  Christian  Martyr 

Stephen's  Defense 

Stephen's  Martyrdom 
The  Stoning  of  Stephen 
The  First  Christian  Martvr 


The  Disciples  Dispersed 

The  Disciples  Scattered 

Philip  Preaching  at  Samaria  (Miss'y) 

Simon  the  Sorcerer 

Philip  and  the  Ethiopian 


The  Ethiopian  Convert 
The  Ethiopian  Converted 
Saul  of  Tarsus  Converted 
Saul,  the  Persecutor,  Converted 
Saul's  Conversion 

Saul  of  Tarsus  Converted 
Saul's  Early  Ministry 
Saul  Preaching  Christ 
Dorcas  Restored  to  Life 
Peter  Working  Miracles 
Dorcas  Raised  to  Life 
Peter  Working  Miracles 
Peter,  iSneas  and  Dorcas 
Peter's  Vision 

Missionary  Lesson 

Peter  Preaching  to  the  Gentiles 

Conversion  '  £  Cornelius 

Peter  at  Caesarea 

Peter  and  Cornelius 

The  Gentiles  Received 

Gentiles  Received  into  the  Church 

Gentiles  Converted  at  Antioch 

Soread  of  the  Gospel 

The  Spread  of  the  Gospel 

The  Gospel  Preached  at  Antioch 


Acts  .5 


.5 

I  2-2  I 

Feb.  4 

1883 

3 

12-26 

May  7 

1870 

4 

1-12 

Feb.  2 

1902 

4 

1-14 

Feb.  II, 

1883 

Jan.  31, 

1897 

4 

i'-i8 

July  31 

1892 

4- 

8-22 

May  14 

1876 

4 

18-31 

Feb.  18 

188? 

4 

19-31 

Aug.  7 

1892 

4 

23-37 

Mav  21 

1876 

4 

32-5-  II 

Feb.  7 

i8q7 

5 

i-i  I 

May  28 

1876 

Feb.  25 

1883 

,, 

Aug.  1 4 

1892 

,, 

Feb.  9 

1902 

S 

12-26 

June  4 

1876 

S 

17-32 

Mar.  4 

1883 

Feb.  14 

1897 

5 

25-41 

Aug.  21 

"1892 

5 

27-42 

June  1 1 

1876 

S 

32-42 

Feb.  16 

1902 

6 

1-15 

June  1 8 

1876 

Mar.  1 1 

1883 

6 

7-15 

Feb.  23 

1902 

6 

8-15;  7:54 

-60 

Feb.  21 

1897 

7 

1-19 

Oct.  I 

1876 

7 

35-50 

Oct.  8 

1876 

7 

5 1  -f>o 

Oct.  15 

1876 

7 

54-8  :  2 

Mar.  2 

1902 

7 

54-60;  8:  I 

-4 

Mar.  18 

1883 

>.     ,, 

Aug.  28 

1892 

S 

1-17 

Feb.  28 

1897 

8 

3-13 

Mar.  9 

1902 

8 

5-25 

Sept.  4 

1892 

8 

9-25 

Oct.  22 

1876 

8 

14-25 

Apr.  I 

1883 

8 

:  26-40 

Oct.  29 

1876 

,, 

Apr.  8 

1883 

,, 

Sept.  II 

1892 

,, 

Mar.  7 

1897 

8 

:  29-39 

Mar.  16 

1902 

9 

■  i-i  2 

Apr.  6 

1902 

9 

i-i 2,  17-20 

Mar.  14 

1897 

9 

1-18 

Nov.  5 

1876 

,, 

Apr.  15 

1883 

9 

:  1-20 

Oct.  2 

1892 

9 

■  19-30 

Nov.  12 

1876 

9 

•  19-31 

Apr.  22 

1883 

9 

:  31-43 

Nov.  19 

1876 

9 

:  32-43 

Apr.  29 

1883 

Oct.  9 

1892 

,, 

Apr.  4 

1897 

,, 

Apr.  13 

1902 

lo  :  I-20 

Nov.  26 

1876 

Oct.  16 

1892 

lo:  25-35 

Sept.  27 

.  1893 

lo:  30-44 

May  6 

,  1881 

Apr.  1 1 

.  1897 

10:30-48 

Oct.  23 

1892 

10:  34-44 

Apr.  20 

1902 

10:  34-4S 

Dae.  3 

1876 

11  ■■  4- 1 5 

Apr.  27 

1902 

1 1  :  19-26 

Apr.  18 

1897 

II  :  19-30 

Dec.  rt> 

1S76 

Mav  I  3 

188? 

., 

Oct.  30 

1892 

76 


TItc  I' III  form  Lcssoti 


The  Church  at  Antioch  in  Syria 

Peter  DeHvered  troni  Prison 

Peter's  Release 

Herod  and  Peter 

Peter  Delivered  from  Prison 

Paul  and  Barnabas  in  Cyprus 
The  Early  Christian  Missionaries 
Paul  in  Cyprus 

The  First  Christian  Missionary 
Paul   Begins   His   First   Missionary  Jour- 
ney 
At  Antioch 

Paul  Preaching  to  the  Jews 
Paul  at  Antioch 
Paul's  First  Missionary  Sermon 
Turning  of  the  Gentiles 
Paul  at  Antioch  in  Pisidia 
The  Apostles  Turning  to  the  Gentiles 
At  Iconium  and  Lystra 
Paul  at  Lystra 

Work  among  the  Gentiles 
Paul  Preaching  to  the  Gentiles 
End  of  First  Missionary  Journey 
The  Conference  at  Jerusalem 

The  Apostolic  Council 

The  Yoke  Broken 

The  Council  at  Jerusalem 

Paul's  Second  Missionary  Journey 

Paul  Sent  to  Macedonia 

Paul  Called  to  Europe 

First  Conversion  in  Europe 

Paul  Crosses    to  Europe 

The  Conversion  of  Lydia 

Paul  at  Philippi 

Paul  and  Silas  in  Prison 

Paul  and  the  Philippian  Jailer 

Paul  and  Silas  at  Philippi 

The  Conversion  of  the  Jailer 

Paul  at  Thessalonica  and  Beraea 

Thessalonians  and  Beraeans 

Paul  at  Athens 


Paul  Preaching  at  Athens 
Paul  at  Athens 
Paul  at  Corinth 

Paul  s  Ministry  in  Corinth 

The  Church  at  Corinth  Founded 

Paul  at  Corinth 

Paxil's  Third  Missionary  Journey 

Paul  and  Apollos 

Paul  at  Ephesus 


Power  of  the  Word 

Paul  Opposed  at  Ephesus 

The  Uproar  at  Ephesus 

The  Riet  at  Ephesus 
Paul  at  Troas 
Paul  at  Miletus 


:ts  1 1  : 

19-3° 

May  4. 

1902 

,      12  : 

1-9 

May  1 1, 

1902 

12  : 

1-17 

Dec.  17, 

1876 

May  20, 

1883 

Nov.  6, 

1892 

I  2 

5-17 

Apr.  25, 

1897 

I.?  • 

1-12 

May  27. 

1883 

May  18, 

1902 

I  ?  : 

1-13 

July  I, 

1877 

Nov.  13, 

1892 

May  2, 

1807 

,         !.?• 

i.^-i6,  43- 

52  June  3, 

1883 

.    13: 

26-39 

.\Iav  9, 

1897 

,         !.?• 

26-41 

July  8, 

1877 

,      13- 

26-43 

Nov.  20, 

1892 

■     13  • 

42-52 

July  15, 

1877 

.     13  •■ 

43-52 

Ma-y  25, 

1902 

.       13  • 

44-14: 7 

Nov.  27, 

1892 

.       14' 

1-18 

June  10, 

1883 

,       14: 

8-19 

June  I, 

1902 

.       14: 

8-20 

July  22, 

1877 

.      14 : 

8-22 

Dec.  4. 

1892 

,,      14: 

11-22 

May  16, 

1897 

.      14; 

19-28 

June  17, 

1883 

,      is: 

1-6,  22-29 

May  23. 

1897 

.      15: 

i-ii 

Jan.  6, 

:884 

.      15  : 

12-29 

Dec.  II, 

1 89  2 

.      15  • 

22-31 

July  29. 

1877 

.      15  - 

22-33 

June  8, 

1902 

.      15 

35-41;  16: 

I-IO 

Feb.  3, 

1884 

,      16 

1-15 

Aug.  5, 

1877 

,,      I'J- 

6-15 

July  2, 

1893 

July  4. 

1897 

June  15, 

1902 

16  : 

11-24 

Feb.  10, 

1884 

,.      i(>- 

19-34 

July  9, 

1893 

„      16  ■ 

22-34 

Aug.  12, 

1877 

July  11, 

1897 

,, 

Jan.  4, 

1903 

'.',         !''■ 

25-40 

Feb.  17, 

18S4 

17' 

1-12 

July  18. 

1897 

Jan.  18, 

1903 

17: 

:  1-14 

Aug.  19, 

1877 

Feb.  24, 

1884 

I" 

:  22-31 

July  16, 

1893 

,,       17 

•  22-34 

Aug.  26, 

1877 

Mar.  2, 

1884 

", 

July  25, 

1897 

,, 

Feb.  I, 

1903 

!!      rS 

:  i-ii 

Sept.  2, 

1877 

__ 

July  23, 

189;-. 

Aug.  I, 

1897 

Feb.  8. 

1903 

!',    18 

:  i-i  7 

Mar.  9. 

1884 

,,      iH 

:  23-28 

Apr.  6, 

1884 

,,      iS 

•  24-19  ■  6 

Mar.  I, 

1903 

19 

:  1-12 

Sept.  9, 

1877 

July  30, 

1893 

,."    19 

:'8-22 

Apr.  13, 

1884 

,,       10 

•  13-20 

Mar.  8, 

1903 

19 

: 17-28 

Sept.  16, 

1S77 

.,       19 

:  21-34 

Aug.  29, 

1897 

,,       19 

:  23-41;  21 

:  I.  2 

May  18, 

1884 

„       19 

:  29-40 

Mar.  15. 

1903 

,,      20 

:  2-1O 

Jan.  4, 

1885 

11      20 

: 17-27 

Jan.  1 1, 

1885 

hitcrnational  Lessons.  i<Sj2-iQo6 


77 


MEMBERS    OF    THE    LESSON    COMMITTEE 


A.  L.  Chapin,  D.D.  H.  p.  Haven 

1872-1878  1872- 1876 


Prof.  Austin  Phelps 


D.  H.  McVicAR,  LL.D. 
1878-1884 


W.  W.  Moore,  D.D. 
1896-1902 


We  were  unable, 
after  strenuous 
effort,  to  obtain 
a  picture  of  Mr. 
Tyler.  —  Ed. 


T.  B.  Tyler 
1874-1878 


World's  Convention 
Presidents 

The  article  "  From 
Milan  to  Jerusalem " 
tells  the  story  of  the 
World's  Sunday-school 
Conventions.  In  addi- 
tion to  the  pictures  of 
Mr.  Jacobs  and  Mr. 
Mr.  F.  F.  Belsey  Mr.  Edward  Towers       Warren,  which   appear 

elsewhere,  we  give  here 
the  pictures  of  the  two  distinguished  men  who  served  in  1889  and  1898. 


78 


The  Uniform  Lesson 


17-32 
22-35 


Paul  at  Miletus  Acts  20 : 

,,       ,>  ..  20: 
Paul's  Address  to  the  Ephesian  Elders 

Paul  s  Farewell  ,,  20  :  28-38 
Paul's  Farewell  to  Ephesus 

Paul  Going  to  Jerusalem  ,,  21:1-14 

Paul's  Last  Journey  to  Jerusalem  ,,  21  :  1-15 

Paul's  Journey  to  Jerusalem  ,,  21  :  3-1-2 

Paul  at  Csesarea  ..  21  :  8-15 

Paul  at  Jerusalem  ,,  21:15-26 

..     ,,  ■.  ,,  21:  27-39 

Paul  Assailed  ..  21  :  27-40 

Paul  Arrested  .,  21:30-39 

Paul's  Defense  .,  22:1-21 

Jesus  Appears  to  Paul  .,  22  :  6-16 

Paul  and  the  Bigoted  Jews  .,  22:  17-30 
Paul  a  Prisoner  at  Jerusalem 

Patil  before  the  Council  ..  23  ■  i-ii 


The  Plot  against  Paul 
Paul  Sent  to  Felix 
Paul  before  Felix 


Paul  before  the  Roman  Governor 
Paul  before  Felix 
Paul  before  Agrippa 


23  : 
23  : 
24: 


12-24 
10-16, 


10-27 

1-18 

6-20 

19-29 

19-32 


Paul  Vindicated 

Paul  before  Agrippa 

Paul  before  King  Agrippa 

Almost  Persuaded 

Paul's  Voyage  ..  27-1,  2,  14 

Paul's  Voyage  and  Shipwreck  ,,  27 

Paul  in  the  Storm  ..  27 

Paul's  Shipwreck  ,.  27 

Paul  Shipwrecked  ..  27 

The  Deliverance  .1  27 

Paul's  Vovage  and  Shipwreck 

Paul  in  M'elita  ..  28:  i-io 

Paul  Going  to  Rome  ,.  28:1-15 

Paul  in  Melita  and  Rome  ,,  28:  1-16 

Paul  at  Rome  ..  28-16-24, 

,,  28:  16-31 


26  :  21-29 


13-26 
14-26 
27-44 
30-44 
33-44 


Paul's  Ministry  in  Rome  >>  28:17-31 

Paul  at  Rome  ,.  28  •  20-31 

The  Power  of  the  Gospel  Rom.  1-8-17 

Redemption  in  Christ  ..  3  :  19-26 

Justification  by  Faith  ,,  3"  19-31 

Peace  with  God  ..  5  '  i-io 

Justification  bv  Faith  ,,  s:i-ii 

The  Life -Giving  Spirit  ,.  8-1-14 

The  Contrast  ..-  8:6-18 

The  Security  of  Believers  .,  8  :  28-39 
The  Blessedness  of  Believers 

Faith  and  Confession  ,.  10:4-13 

A  Living  Sacrifice  ..  12:1-8 

Christian  Living  ..  12:1-15 

.•  12  :  9-21 

Obedience  to  Law  ..  13:1-10 

The  Law  of  Love  (Tern.)  „  13:7-14 


Sept.  23, 

Aug.  6, 
Sept.  19, 
Jan.  18, 

Apr.  5. 
Jan.  25, 

Oct.  3. 
Apr.  26, 

Oct.  7, 

Feb  1, 
Oct.  14, 
Aug.  13, 

Feb.  8, 

May  3. 
Feb.  15, 

June  9, 
Oct.  21, 
Oct.  10, 
Oct.  28, 
Feb.  22, 
May  10, 

Mar.  I, 
24-26 

May  17, 

Nov.  4, 
Aug.  20, 
Oct.  17, 

Mar.  8, 
Mar.  15, 
Nov.  1 1 , 
May  24, 
Mar.  22, 
Aug.  27, 
Oct.  24, 
Nov.  18, 
6  Apr.  5, 
Oct.  31. 

Nov.  25, 

Apr.  12, 
Sept.  3, 
Dec.  2, 
June  7, 
Dec.  9, 
Apr.  19, 
Nov.  7, 
30,  31 

June  14, 
Dec.  16, 
Apr.  26, 
Nov.  14, 
Sept.  10, 

Oct.  I, 
Oct.  8. 
June  8, 
July  7. 
July  6, 
Oct.  15, 
May  31. 
July  14. 
July  13. 
June  15, 
July  21, 
July  28, 
Oct.  22, 
Aug.  4. 
Sept.  12, 
June  22. 
Apr.  19, 


Intcrnatioual  Lessons,  i8j2-iQo6 


79 


Love  Fiilfilling  the  Law 
Temperance  Lesson 
Purity  of  Life  (Teni.) 
Temperance  Lesson 
Accountability  to  God 
Personal  Responsibility  (Tein.) 
Temperance  Lesson 
Personal  Responsibility  (Tern.) 
World's  Temperance  Sunday 
Help  One  Another 

Paul's  Preaching 

The  Cross 

Husbandmen  and  Builders 

The  Temple  of  God 

Abstinence  for  the  Sake  of  Others 

Temperance  Lesson 

Abstinence  for  the  Sake  of  Others  (Tern 

Abstinence  for  the  Sake  of  Others  (Tern 

Temperance  Les-;on 

Christian  Self -Control  (Tern.) 

Christian  Self-Restraint  (Tern  ) 

The  Race  and  the  Pr  ze  (Tem.) 

Abstinence  for  the  Sake  of  Others  (Tem 

The  Lord's  Supper  Profaned  (Tem  ) 

Christian  Love 

The  Excellence  of  Christian  Love 

Charity  the  Greatest 

Christian  Love 

Easter  Lesson 

The  Resurrection 

The  Resurrection  (Easter) 


Victory  over  Death 

The  Ministry  of  Reconciliation 

The  Grace  of  Liberality 

Gentiles  Giving  for  Jewish  Christians 

Liberal  Giving 

The  Power  of  Christ 

Christian  Liberty 
Temperance  Lesson 

The  Fruit  of  the  Spirit 

Temperance  Lesson 

Paul's  Message  to  the  Ephesians 
Imitation  of  Christ 
Temperance  Lesson 

Obedience 

The  Christian  Armor 

Christ's  Humilitv  and  Exultation 
The  Mind  of  Christ 
Christ  Our  Example 
Christian  Living 
Christian  Contentment 

The  New  Life  in  Christ  (Tem.) 
The  Christian  Home 
Practical  Religion 


i^om.  ij  :  S-14 

Aug.  II,  1872 

Sept.  25,  1887 

Mar.  24,  1893 

June  22,  1902 

14:  7-13 

Aug.  18,  1872 

14 ;  10-21 

June  20,  1897 

14 :  I  2-2J 

Dec.  25,  1892 
Sept.  17.  1893 
Nov.  20,  1904 

\       15:1-7 

Aug.  25,  1872 

I  Cor.  I  ■  17-31 

Apr.  20,  1884 

I  .  18-25 

Sept.  I,  1872 

3:6-15 

Sept.  8,  1872 

3:  16-23 

Sept.  15.  1872 

S:  1-13 

Apr.  27,  1884 

June  24,  1 888 

Oct.  29,  1893 

Aug.  15,  1897 

.'.       S:4->3 

June  30,  1889 

Feb.  IS,  1903 

9  ;  19-27 

Mar.  21,  1897 

9;  22-27 

Sept.  25.  1881 

10:  23-33 

Nov    26,  1905 

II  :  20-34 

Sept.  25,  1892 

13:1-13 

July  20.  1879 

May  4.  1884 

Aug.  22,  1897 

13:115 

Sept.  22,  1872 

13 

Feb.  22,  1903 

15  ■■  3-14 

Apr.  14,  189s 

15:  12-26 

Nov.  5,  1893 

Apr.  iS,  1879 

15:  20,  21 

50-5S 

Apr.  12,  1903 

15 : 5058 

Julv  27,  1879 
May  11,  1884 

2  Cor.  5  :  14-21 

Aug.  3.  1879 

.,      8:i-i2 

Nov.  12,  1893 

9:1-11 

Sept.  5.  i8q7 

,.      9:1-15 

May  25.  1884 

12:   I-IO 

Jan.  21,  1872 

Gal.  4:  1-16  June  i,  1884 

,      5:  16-26  Mar.  25,  1888 

,.     5:15-26:6:7,8 

Oct.  30,  1906 
,.     5  :  22-26;  6:1-9 

Aug.  10,  1879 
,,     6  :  i-io  Mar.  30,  1890 


Eph.  2  :  i-io 
,.      4:  20-32 
„      5 :  11-21 
„      5:15-21 
„      6:  1-13 
6 :  10-20 


Phil.  2:1-11 

.,  2  :  1-13 

.,  2  :  5-16 

..  4:  1-13 

,.  4:4-13 

Col.  3  :  i-iS 

„  3:12-25 

„  3  :  16-25 


Mar.  22,  1903 
Nov.  19,  1893 
Mar.  23,  1902 
Mar.  31.  1889 
May  3.  1 88s 
Aug.  17.  1879 
Nov.  21,  1897 

Dec.  5,  1897 
Aug.  24  1879 
May  10,  188s 
Jan  II,  1903 
May  17.  188s 

Tune  18,  1899 
Nov.  26.  1893 
Aug.  31,  1879 


8o 


The  i'liifoni!  Lesson 


Missionary  Lesson 

Working  and  Waiting  for  Christ 

The  Coming  of  the  Lord 


Paul's  Counsel  to  the  Thessalonians 

Christian  Diligence 

The  Faithful  Saying 

The  Christian  in  the  World 

Paul's  Advice  to  Timothy 

Paul's  Charge  to  Timothy 

Paul's  Last  Words 


Thes.  I 
4 
4 
4 

I-IO 

0-5  :  2 
13-18 
i,f-i<S;  5 

Sept.  30, 
Aug.  8. 
Sept.  7, 

1-8 

Mar.  16, 

1888 
iSgy 
1879 

1884 

S 

14-28 

Jan.  25, 

1903 

Thes.  3 

1-18 

Mar.  23, 

1884 

Tim.  I  : 
6: 

15-20;  2 
6-16 

1-6 

May  24, 
Sept.  14, 

1885 
1879 

2  Tim.  i;i-7;3:  14-17 

June  13,  1897 

3  :  1 4-1 7  ;  4  :  1-8 

May  31,  1885 

3: 14-4:8    June  21,  1903 

4  :  1-8              Dec.  23,  1877 
4  :  1-8,  16-18  Dec.  12,  1897 


Sober  Living  (Tein.) 
The  Christian  Citizen 

A  Christmas  Lesson 

God's  Message  by  His  Son 

Our  Great  High  Priest 

The  Types  Explained 

The  Priesthood  of  Christ 

Jesus  Our  High  Priest  in  Heaven 

The  Living  Mediator 

The  Triumphs  of  Faitli 

Hearing  and  Doing 

Grateful  Obedience 

Christian  Faith  Leads  to  Good  Works 

Faith  and  Works 

Sins  of  the  Tongue 

The  Power  of  the  Tongue 

Living  as  in  God's  Sight 

The  Heavenly  Inheritance 
The  Perfect  Pattern 
Salutary  Warrings  (Tem.) 
Abstinence  from  Evil  (Tem.) 

Christian  Progress 

The  Perfect  Saviour 

Walking  in  the  Light 

John's  Message  about  Sin  and  Salvation 
The  Love  of  the  Father 
Gods  Love  in  the  G  ft  of  His  Son  (Christ- 
mas) 

John's  Vision  of  Christ 

The  Glorified  Saviour 

Jesus  Appears  to  John 

The  Glorified  Saviour 

The  Message  of  the  Risen  Christ 

The  Glorified  Son  of  Man 

To  the  Church  of  Ephesus 

To  the  Church  of  Smyrna  and  Pergamos 

To  the  Church  of  Sardis 

The  Message  to  the  Churches 

To  the  Church  of  Philadelphia 

To  the  Church  of  Laodicea 

The  Sealed  Book 


Titus  2  :  1-1  s 
3  :  1-9 


Nov.   25.   lyoo 
Sept.  21,  1879 


Heb. 


1-9  Dec.  25,  1898 
1-8;  2  :  1-4  June  7,  1885 
14-16;  5  :  1-6  Oct.  5,  1879 
1-12  Oct.  12,  1879 
June  14,  1885 


,,       9     II-14.  24-. 

l-S   June  2, 

1 90 1 

,,       9:  23-28 

Jan.  14, 

1872 

11:  I-IO 

Oct.  19, 

1879 

James  i  ;  16-27 

Jan.  13, 

1884 

,, 

Dec.  3. 

1893 

2;  14-23 

May  30, 

1S97 

2  :  14-26 

Oct.  26, 

1879 

3  :  1-13 

June  6, 

1897 

3:1-18 

Jan.  20, 

1884 

4:  7-17 

Jan.  27, 

1884 

I  Peter  i  :  i-i 2 

Dec.  TO, 

1893 

2  :  19-25 

Nov.  2, 

1879 

4:  1-8 

Nov.  28, 

1897 

4:1-11 

Sept.  20. 

1903 

2  Peter  i  :  i-i  i 

.  June  2 1 , 

1885 

John  I  :  i-io 

Nov.  9, 

1879 

Nov.  21, 

1886 

I  :  5-10;  2  : 

1-6 

I :  5-2  :  6 

Dec.  ig. 

1897 

..         4:7-16 

Nov.  16, 

1879 

4:9-16 

Dec.  26. 

1897 

Rev.  I  .-4-18 

Nov.  28, 

1886 

I  :  9-20 

Dec.  17, 

.1893 

., 

Jvme  16, 

1 90 1 

I  :  10-20 

Nov.  23, 

1879 

June  I  r . 

1905 

I  :  12-20 

Jan.  28, 

1872 

..      2  :  1-7 

Feb.  4, 

1872 

,.      2:8-17 

Feb.   II, 

1872 

, .      3:1-6 

Feb.   18, 

1872 

,.      3:  1-13 

Nov.  30, 

1879 

.,      3  :  7-13 

Feb.  25, 

1872 

,,      3:  14-22 

Mar.  3. 

1872 

.,      5:1-14 

Mar.  10, 

1S72 

International  Lcssotis,  i8j2-jgo6 


8i 


The  Heavenly  Song  F 

Worshiping  God  and  the  Lamb 

The  Lamb  in  the  Midst  of  the  Throne 

The  Saints  in  Heaven 

A  New  Heaven  and  a  New  Earth  (Tern.) 

The  Heavenly  City 

The  Hea  venly  Home 

The  Great  Invitation 

The  Great  Invitation  (Missionarx) 

Alpha  and  Omega 

The  Last  Words 


n-.  5:  1-14 

Dec.  7. 

1879 

Dec.  5. 

1886 

7:9-17 

Mar.  17. 

1872 

Dec.  12, 

1886 

21  ■  1-7,  22 

-27 

June  23, 

1901 

21  :  21-27; 

22  • 

1-5 

Dec.  14. 

1879 

22  ;  i-i  I 

June  i8. 

1905 

.   22:8-21 

Dec.  19, 

1886 

Dec.  24 

1893 

.   22:  10-17 

Mar.  24, 

1872 

,   22;  10-21 

Dec.  21, 

1879 

M.j-;lem5'  Attitide?;  during  Prayeh 
{From  Glimpses  of  Bible  Latidt) 


^2  The  Uniform  LessoH 

The  Beginners'  Course 

Mrs.    J.  WOODBRIDGE    BARNES 

The  desire  for  special  lessons  for  the  young  children  is 
not  a  new  one.  In  1894  the  International  Primary 
Department  appealed  to  the  Lesson  Committee  for  such 
a  course;  it  was  granted,  and  in  1896,  the  first  year,  a 
Primary  Course  appeared  in  The  Sunday  School  Times. 
But  the  course  was  used  by  few. 

The  International  Primary  Department  continued  its 
activity,  and  the  next  Lesson  Committee  appointed  a 
sub-committee  on  the  matter.  There  began  a  season  of 
systematic  experimentation  by  the  New  Jersey  primary 
workers  through  their  state  association.  They  "  were 
a  unit  in  their  conviction  that  the  Sunday-schools  of 
America  must  stand  together,  and  that  no  separate 
courses  independent  of  the  International  Lesson  Com- 
mittee should  come  in  to  divide  the  forces."  Con- 
vinced also  that  private  courses,  protected  by  copyright, 
were  not  what  was  needed,  they  issued  at  their  own 
expense  a  two-years  course  of  lessons  called  "  Bible 
Lessons  for  Little  Beginners,"  written  by  Margaret 
Cushman.  These  were  printed  in  the  state  paper  known 
as  The  Messenger.  The  specifications  were  left  free, 
and  they  followed  such  lines  as  would  aid  the  Lesson 
Committee  in  its  work.  This  was  done  with  the  knowl- 
edge of  the  Lesson  Committee  and  with  its  sanction.  As 
a  result,  hundreds  of  schools  adopted  the  lessons,  and 
from  this  experiment  valuable  results  were  obtained. 
Best  of  all,  perhaps,  they  created  a  demand  which  was 
soon  felt  by  the  denominations. 

In  1 901  the  sub-committee,  at  the  suggestion  of 
the  Editorial  Association,  issued  a  one-year  course.  Che 
International  Primary  Department,  believing  that  the 
results  of  previous  experiments  had  proved  a  two-years 
course  to  be  preferable,  and  also  that  this  one-year 
course  could  be  improved,  introduced  into  the  Denver 
Convention  (1902)  a  resolution  which  was  unanimously 


The  Beginners'  Course  83 

adopted,  that  the  new  Lesson  Committee  prepare  an 
entirely  nczv  /it'c)-years  course. 

This  was  done,  and  the  present  International  Two- 
Years  Cotirse  for  Beginners  is  the  result. 

Why  is  a  special  course  for  children  under  six  needed  ? 
is  often  asked.  The  following  are  some  of  the  reasons 
urged : 

1.  A  child  of  four  or  five  is  unlike  one  of  six,  seven  or 
eight  in  its  physical,  mental  and  spiritual  nature.  In 
these  early  years,  the  rapid  growth  of  the  brain  makes  it 
necessary  to  guard  against  over-stimulation ;  too  many 
impressions  must  not  be  given.  Physical  fatigue  must 
be  guarded  against,  so  the  lessons  must  be  brief,  and  the 
entire  exercises  must  be  different  from  those  planned 
for  the  older  children.  The  little  child  has  a  very 
limited  vocabulary,  and  still  more  limited  experiences, 
upon  which  all  teaching  must  be  based. 

2.  It  is  the  time  for  laying  foundations;  that  is,  giving 
experiences  which  shall  develop  feeling  and  make  im- 
pressions, —  such  experiences  as  shall  later  interjjret 
what  otherwise  would  be  strange  and  unintelligible. 

3.  The  spiritual  nature  develops  according  to  fixed 
laws  and  a  knowledge  that  spiritual  truths  can  be  best 
presented  by  lessons  and  methods  based  upon  the  laws 
of  growth  of  soul,  mind  and  heart. 

4.  In  teaching  an  inner  want  must  be  created  before 
that  fact  or  truth  is  given.  One  lesson  must  pave  the 
way  for  the  next  one ;  that  is,  create  a  necessity  for  it. 

5.  It  is  felt  that  if  foundation  truths  can  be  im- 
parted to  the  younger  children,  their  immediate  needs 
will  not  only  be  supplied,  but  the  possibility  of  their 
receiving  proper  nurture  in  the  next  grades  will  be 
increased. 

Growing  out  of  the  reasons  above  given,  the  following 
are  some  of  the  principles  upon  which  the  committee 
were  asked  to  base  the  new  course: 

I.  It  should  not  be  arranged  either  chronologically  or 
historicallv. 


84  The  Unijorm  Lesson 

2.  The  purpose  or  underlying  aim  of  the  course 
should  be  to  reveal  to  the  child  the  fundamental  truths 
concerning  God,  including  his  relations  to  us  and  ours  to 
him,  as  well  as  our  relations  to  each  other.  This  not  by 
abstract  statements,  but  by  story  material. 

3.  The  course  should  consist  of  lessons  grouped  by 
themes,  paying  no  attention  to  periods  of  time  (that  is, 
not  arranged  by  quarters).  The  length  of  each  theme 
to  depend  on  the  topic  and  its  treatment. 

4.  One  theme  should  create  a  need  for  the  following 
theme. 

5.  In  developing  a  theme  it  is  necessary  that  it  be 
developed  from  the  particular  to  the  general;  this 
necessitates  several  lessons  under  a  theme,  as  there  must 
be  first  the  exemplification,  then  the  generalizations 
and  application. 

6.  When  the  same  subject  is  introduced  in  different 
places,  there  should  always  be  a  progressive  from  the 
lower  to  the  higher  plane. 

7.  As  this  is  not  a  memory  period,  but  a  time  for  deep 
impressions,  a  golden  text  should  not  of  necessity  ac- 
company each  lesson.  Neither  should  one  golden  text 
be  made  to  suffice  for  a  group  of  lessons  if  it  should 
compel  a  forcing  of  the  text  to  fit  the  lessons. 

8.  While  the  material  should  be  story  material  (con- 
crete), the  course  is  not  to  be  a  mere  succession  of  Bible 
stories,  but  each  story  selected  because  it  contains 
within  itself  the  truth  desired  for  the  theme. 

9.  The  course  shoiild  be  outlined  for  two  years  of  time. 
An  examination  of  the  course  as  presented  in  outline 

form  by  the  Lesson  Committee  shows  that  the  above 
principles  were  held  in  mind.  That  the  course  is  perfect 
no  one  claims;  years  of  practical  experimentation  alone 
can  prove  what  is  best. 

Only  the  largest  denominational  publishing  houses 
have  issued  helps  upon  it,  and  yet  it  is  used  about 
equally  in  forty-three  states  and  in  Canada.  Fifty 
per  cent  of  the  unions  of  the  cotmtry  have  introduced 


The  Beginners'  Course 


85 


the  course  as  a  part  of  their  teaching  work,  and  state 
and  provincial  organizations  have  reorganized  their 
work  to  include  the  superintendent  of  Beginners  in  their 
departmental  work. 

That  the  course  is  used  in  the  small  as  well  as  the  large 
school,  proves  that  it  is  meeting  a  common  need;  that  it 
is  bringing  into  the  work  an  entirely  new  set  of  teachers 
whose  thought  is  centered  on  this  one  grade  makes  the 
future  hopeful,  for  in  time  their  experience  must  bring 
the  best. 


Palestine  Woman  with  Wedding  Dowry 
{From  Glimpses  of  Bible  Lands) 


86  The  Unijorm  Lesson 

Advanced   Course   of   Lessons 

Prof.   JOHN    R.  SAMPEY,   D.D.,   LL.D. 

For  five  years  or  more  the  senti- 
ment in  favor  of  an  advanced  course 
of  Sunday-school  lessons  has  been 
growing  in  America.  Requests  for 
such  a  course  were  presented  to  the 
International  Lesson  Committee  be- 
fore the  close  of  the  nineteenth 
century. 

In  the  opening  year  of  the  present 
century  the  importance  of  providing 
J.R.  Sampey,d.d.,ll.d.  such  a  course  was  brought  to  the 
attention  of  the  Lesson  Committee 
by  the  Sunday-School  Editorial  Association,  an  organiza- 
tion representing  the  lesson  writers  of  nearly  all  the 
Sunday-school  publishing  houses  in  America.  In  re- 
sponse to  the  request  of  the  Sunday-School  Editorial 
Association,  the  International  Lesson  Committee,  meet- 
ing in  New  York,  April  17,  1901,  appointed  a  sub-com- 
mittee to  prepare  a  two-years  course  for  advanced 
students,  and  to  report  at  the  next  meeting.  This  sub- 
committee consisted  of  A.  E.  Dunning,  A.  F.  Schauffler 
and  John  R.  Sampey.  When  the  sub-committee  met  in 
New  York  it  was  agreed  that  one  year  should  be  given 
to  a  study  of  the  early  prophets  and  one  year  to  the  life 
and  letters  of  Paul. 

The  International  Lesson  Committee,  meeting  in 
Denver,  June,  1902,  approved  the  work  of  the  sub-com- 
mittee, and  recommended  to  the  International  Conven- 
tion, meeting  one  day  after  the  Lesson  Committee,  the 
adoption  of  this  series  of  lessons  for  advanced  students. 
By  a  large  majority  the  convention  voted  against  the 
adoption  of  any  advanced  coiirse  at  that  time.  The 
critics  of  the  International  Lesson  System  made  much  of 
the  refusal  to  issue  any  course  for  advanced  students. 
A  new  organization,  founded  shortlv  after  the   Denver 


Ach'auccd  Course  of  Lcsso)is  87 

Convention,  won  a  good  deal  of  support  by  vigorous 
attaeks  on  what  was  considered  slavish  adherence  to 
uniform  lessons. 

Most,  if  not  all,  the  members  of  the  Lesson  Committee 
thought  it  wise  to  issue  an  advanced  course  for  such 
classes  as  might  wish  to  use  it.  They  desired  to  serve 
all  true  friends  of  the  International  Convention,  and 
thovight  it  best  that  the  Lesson  Committee  should  pro- 
vide the  scheme  of  lessons  for  advanced  students.  If 
persons  desiring  such  an  advanced  course  could  not 
secure  it  from  the  International  Lesson  Committee,  they 
would  naturally  be  estranged  to  some  extent  from  the 
International  Association.  The  convention  at  Denver 
authorized  the  preparation  of  an  optional  two-years 
course  for  Little  Beginners.  Some  of  the  best  friends  of 
the  International  System  were  foremost  in  requesting 
the  convention  to  authorize  the  Lesson  Committee  to 
issue  such  a  course.  While  the  demand  for  an  advanced 
covirse  was  not  so  urgent,  it  was  deemed  best  by  the 
Lesson  Committee  to  have  a  scheme  of  lessons  in  readi- 
ness if  the  convention  should  think  it  advisable  to  adopt  it. 

During  the  triennium  intervening  between  the  Denver 
Convention  and  the  Toronto  Convention  the  sentiment 
in  favor  of  an  advanced  course  gained  ground  rapidly. 
When  the  question  had  been  thoroughly  discussed  the 
delegates  were  almost  evenly  divided.  The  majority 
opposed  to  the  issuance  of  an  advanced  course  was  less 
than  twenty  out  of  a  total  of  more  than  twelve  hundred 
votes.  The  leader  of  the  opposition  to  an  advanced 
course,  seeing  the  strong  desire  for  such  a  scheme  of 
lessons  under  the  sanction  of  the  International  Con- 
vention, wisely  and  magnanimously  asked  for  unanimous 
cnmsent  to  the  issuance  of  an  optional  advanced  course, 
to  be  prepared  by  the  International  Lesson  Committee. 

A  sub-committee  of  four  is  now  at  work  on  a  course 
of  lessons  for  advanced  students.  Many  schools  will  not 
at  once  take  up  the  study  of  these  advanced  lessons, 
preferring  rather  to  retain  the  uniform  lesson  for  the 


88  The  Uniform  Lesson 

whole  school.  With  such  workers  the  friends  of  the 
advanced  course  will  have  no  quarrel.  Those  who  feel 
the  need  of  advanced  lessons  for  the  adult  department 
will  now  be  at  liberty  to  use  such  lessons  without  in  the 
least  seeming  to  be  disloyal  to  the  International  Lesson 
System. 

Some  persons  have  gone  through  the  entire  Bible  four 
or  five  times,  using  the  selections  of  the  Lesson  Commit- 
tee. Many  of  these  faithful  students  would  like  a  little, 
variety  in  the  method  of  study,  and  this  advanced  course 
of  lessons  will  give  them  opportunity  to  take  up  many 
sections  of  Scripture  which  would  be  too  difficult  for 
the  boys  and  girls.  For  any  added  zest  in  the  study  of 
the  Scriptures  we  should  be  devoutly  grateful,  and  the 
International  Sunday-School  Association  may  well 
congratulate  itself  on  having  paved  the  way  for  a  more 
systematic  and  exhaustive  study  of  the  Bible  on  the 
part  of  adult  students. 


Shepherd  Leading  his  Fi,o^t;.      Jjim 
(^From  Glimpses  of  Bible  Lands) 


Other  Lesson  Courses  of  the  Period  89 

Other  Lesson  Courses  of  the  Period 

The  work  of  the  International  Lesson  Committees  for 
a  generation  has  not  only  approved  itself  sentimentally, 
in  gathering  the  world's  millions  around  the  same 
])assageof  Holy  Writ  on  each  Lord's  Day,  but  has  given 
occasion  for  the  joroduction  of  a  wealth  of  helps  for  the 
better  understanding  of  the  Bible  for  which  the  religious 
world  must  count  itself  debtor. 

Not  the  least  impressive  testimony  to  its  value  is  in 
other  lesson  courses  that  have  sprung  up  beside  it  and 
sometimes  claimed  superiority  to  it. 

There  are  courses  that  have  been  developed  during  the 
]jeriod  on  different  lines  and  without  conscious  relation. 
Among  these  are  the  elaborate  course  of  the  Lutheran 
Church  based  upon  a  carefully  prepared  series  of  text- 
books, and  fitted  to  develop  Bible  students  of  a  high 
grade;  the  Christian  Year  system  of  the  Episcopal 
Church,  with  its  fine  array  of  manuals.  Those  who  have 
been  foremost  in  these  will  be  first  to  confess  indebted- 
ness to  the  International  Lessons  for  the  atmosphere 
which  made  their  own  advanced  work  possible. 

The  other  lesson  courses  of  the  period,  some  of  them 
competitive,  and  some  supplementary,  have  in  general 
been  departures  made  possible  or  demanded  by  the  very 
success  of  the  International  course.  Some  have  been 
the  ventures  of  churches  with  a  special  constituency,  or 
so  related  to  universities  as  to  make  experiment  possible. 
Among  these  are  churches  in  New  Haven,  Chicago, 
Minneapolis  and  other  centers.  In  some  of  them  the 
result  has  been  a  gratified  return  to  the  International 
fold;  others,  after  a  fair  test,  are  satisfied  that  under 
their  special  conditions  they  have  found  a  better  waj". 

Some  courses  have  interested  large  groups  of  churches 
bv  a  scientific  method  of  selection  and  treatment,  both 
being  kept  in  the  same  hands.  The  foremost  of  this 
class  is  the  course  presented  by  the  Bible  Study  Union, 
and  known  as  "  The    Blakeslec    Lessons." 


9©  The  Uniform  Lesson 

Besides  these  there  have  been  courses  for  special 
classes,  as  those  of  the  Young  Men's  Christian  Associ- 
ation and  of  various  young  people's  societies.  Others 
have  appealed  to  selected  individuals  who  desire  to 
pursue  Bible  study  more  thoroughly  than  is  possible 
under  Sunday-school  limitations.  Pres.  W.  R.  Harper 
of  Chicago  University,  then  of  Xew  Haven,  was  first  in 
this  field  with  his  "  Studies,"  in  which  he  introduced 
and  made  popular  the  "  Inductive  Method  "  which  had 
beconie  the  method  of  successful  scholars  of  the  Bible, 
as  it  had  been  the  method  of  scholars  attaining  results 
in  every  other  branch  of  research. 

His  work  has  been  continued,  most  largely  through 
the  correspondence  method,  by  the  American  Institute 
of  Sacred  Literature. 

At  the  end  of  a  generation  the  millions  who  use  and 
propose  to  use  the  International  Lessons  are  sure  of  three 
things : 

That  the  International  System  in  its  principles  and 
methods  has  proved  itself,  by  the  test  of  a  generation, 
adapted  to  the  needs  of  the  "  average  school,"  such  as 
are  seventy-five  per  cent  of  the  schools  of  the  country. 

That  the  International  System  has  proved  itself,  not 
too  readily,  but  in  fact,  capable  of  development,  and  of 
incorporating  and  putting  into  general  use  whatever 
has  been  really  attained  and  settled  b}'  individual  or 
group  experiment. 

That  the  "  other  lesson  courses  "  of  the  generation 
have  had  a  helpful  ministry,  of  which  the  International 
movement  is  to  make  greater  use.  So  that  the  proper 
attitude  of  the  International  movement  towards  them 
all  is  that  of  full  and  cordial  recognition,  and  of  gratitude 
for  ever}'  assured  better  thing  that  has  been  brought  to 
light  through  them. 


CONVENTIONS 


Sunday-school  Conventions 

W.  C.  PEARCE 

The  convention  idea  was  bom  in  the  desire  for,  and 
need  of,  mutual  helpfulness.  The  story  is  told  of  a 
discouraged  superintendent  who  was  on  his  way  home 
from  Sunday-school  determined  to  resign.  On  the  way 
he  met  another  superintendent,  who,  noticing  his 
brother's  discouragement,  turned  and  accompanied  him 
with  the  determination  to  put  cheer  into  his  heart. 
Before  he  left  him,  he  had  secured  his  promise  not  to 
resign.  As  he  was  departing,  he  who  had  been  helped 
called  to  his  brother  and  said,  "  Our  meeting  together 
has  brought  much  cheer  and  helpfulness  to  me.  Perhaps 
the  reason  my  load  is  so  heavy  is  because  my  officers  and 
teachers  feel  the  same  need.  Let  us  arrange  a  meeting 
that  all  the  Sunday-school  workers  of  our  town  may 
com.e  together  with  the  purpose  to  help  each  other." 

"Whether  or  not  this  is  the  origin  of  the  first  Sunday- 
school  convention,  it  is  certainly  an  illustration  of  the 
spirit  of  all  of  our  Sunday-school  conventions.  From 
this  small  beginning,  the  work  has  grown  until  last  year 
there  were  held  in  Xorth  America  thirteen  thousand 
conventions,  attended  by  approximately  two  million 
and  a  half  workers. 

The  Sundaj^-school  convention  platform  is  the  only  one 
upon  which  all  evangelical  denominations,  both  sexes 
and  representatives  of  all  ages,  meet  to  discuss  the 
evangelization  of  the  world.  Therefore,  the  ideal  con- 
vention is  a  representative  body  —  not  a  mass  meeting. 

1.  It  represents  every  part  of  the  field.  In  a  state  of 
50  counties,  which  has  a  convention  of  500  delegates 
representing  the  50  counties,  it  is  stronger  than  if  it  has 
2,000  delegates  from  only  10  of  these  counties. 

2.  It  represents  all  kinds  of  Sunday-school  work,  that 
which  is  being  done  in  the  needy  places  as  well  as  in  the 


g2  Convetiiio)is 

more  prosperous  parts  of  the  field.  Thus,  in  the  inter- 
national convention  the  stronger  states  and  provinces 
are  brought  into  helpful  relation  with  the  weaker  ones. 
In  a  state  convention,  the  better  organized  counties  are 
given  an  opportunity  to  help  the  weaker  ones.  In  a 
county  convention  the  well  organized  townships  and 
schools  are  privileged  to  help  those  less  fortunate. 

3.  The  convention  represents  all  kinds  of  Sunday- 
school  workers.  There  should  be  in  the  convention  a 
true  proportion  of  association  officers,  pastors,  superin- 
tendents and  the  teachers  of  the  various  grades.  It  is 
not  an  institute  for  any  one  kind  of  workers,  but  a  place 
where  all  may  meet  to  consider  the  work  as  a  whole. 

The  interdenominational  Sunday-school  convention 
platform  is  the  only  place  where  the  entire  Sunday- 
school  field  is  reported  and  studied.  In  our  denomina- 
tional gatherings  our  interest  naturally  centers  around 
our  own  work,  but  in  the  international-interdenomina- 
tional conventions  we  study  the  work  of  all.  In  the 
international  conventions  the  reports  are  made  by 
states,  provinces  and  territories.  In  the  state,  provincial 
and  territorial  conventions  the  reports  are  m.ade  by 
counties.  In  the  county  conventions  the  reports  are 
made  by  townships  or  districts.  In  the  township  or 
district  conventions  the  report  are  made  by  schools. 
Maps,  bulletined  reports  and  the  printed  page  are  some 
of  the  means  used  to  report  the  work  being  done,  and  to 
reveal  the  needy  places. 

In  one  county  convention  a  map  of  the  county  was 
drawn  on  the  blackboard  and  each  Sunday-school  was 
located  in  the  presence  of  and  by  the  assembled  delegates. 
When  finished  it  revealed  a  territory  about  10  miles  in 
width  and  some  30  miles  long,  which  was  thickly 
inhabited,  and  did  not  contain  a  single  Sunday-school  or 
church.  As  a  result  of  this  revelation  hearts  were 
stirred,  plans  were  made,  and  in  a  few  years  the  field  was 
fully  occupied.  This  is  one  illustration  of  the  helpful- 
ness of  taking  a  telescopic  view  of  the  work  of  the  entire 


SiiiiJay-school  C'o)ivc>ilioiis  93 

continent  in  the  various  international,  state,  provincial, 
territorial,  county  and  township  conventions. 

The  Stiiiday-scJiool  convoiiion  as  tJw  advance  agent  of 
Siinday-school  improvement  is  a  great  educational  force.  A 
superintendent  conceived  the  idea  of  enrolling  babies  as 
members  of  his  Sunday-school.  After  finding  it  a  means 
of  great  blessing  to  his  own  Sunday-school  he  spoke  of  it 
in  his  county  and  state  conventions.  Then  it  was  pro- 
claimed from  the  international  convention  platform, 
from  whence  by  means  of  our  system  of  state,  provincial, 
territorial,  county  and  township  conventions,  it  was  borne 
to  every  part  of  the  continent,  and  to-day  there  is  an 
enrollment  of  211,832  on  the  cradle  roll  of  the  Sunday- 
schools  of  North  Am.erica.  In  thousands  of  conventions 
sample  teacher-training  lessons  have  been  taught,  and 
plans  for  organizing  and  conducting  classes  have  been 
explained,  which  have  led  to  the  organization  of  many 
classes  and  the  enrollment  of  many  individual  students, 
until  the  teacher-training  work  has  been  introduced  into 
almost  every  part  of  the  continent.  These  are  only  in- 
stances of  what  the  conventions  have  done  for  all 
Sunday-school  improvem.ent.  Wherever  the  convention 
system  has  not  been  introduced  or  perfected,  there  will  be 
found  much  ignorance  concerning  improved  Sunday- 
school  work. 

The  Sunday-school  convention  system  is  also  a  great 
evangelical  force.  The  bringing  of  Sunday-school  work- 
ers together  where  they  may  meet  each  other,  has  been 
a  source  of  cheer  and  encouragement  to  many  a  dis- 
couraged worker.  A  quiet  little  woman  who  had  been 
working  in  a  small  country  school  cams  for  the  first 
time  to  a  county  convention.  At  the  close  of  the  con- 
vention an  open  conference  was  conducted,  and  the 
different  workers  testified  as  to  what  help  the}'  had 
received.  Several  times  she  had  tried  to  speak,  but  had 
been  interrupted.  Finally  she  sprang  to  her  feet  and  this 
is  the  testimony  she  gave:  "  When  I  came  to  this  con- 
vention I  thought  this  Sundav-school  work  was  a-getting 


94  Conventions 

dead,  but  I  don't  think  it  is  a-getting  dead  very  fast." 
Who  can  estimate  the  power  of  the  new  song  which  had 
been  put  upon  her  Hps,  and  the  courage  which  had 
entered  into  her  heart?  Again  and  again  in  thousands 
of  instances  this  experience  has  been  duplicated.  If  only 
one  person  is  encouraged  at  each  convention  13,000 
workers  are  cheered  annually  by  the  convention  system 
of  North  America. 

It  is  the  plan  of  the  association  to  have  some  Inter- 
national officer  visit  each  state,  province  and  territory 
at  least  once  a  year  in  their  annual  conventions,  to  have 
some  state  officer  visit  each  county  at  least  once  a  year  in 
their  annual  conventions,  and  to  have  some  county 
officer  visit  each  township  or  district  of  .the  count\^  at 
least  once  a  year  in  their  annual  conventions.  Bv  this 
chain  of  visitation  it  brings  some  Sunday-school  worker 
of  experience  into  personal  touch  with  each  Sunda}^- 
school  worker  of  the  continent.  It  would  be  difficult  to 
estimate  the  inspiration  and  cheer  brought  to  the  thou- 
sands of  Sunday-school  workers  by  the  visitation  of 
these  leaders  of  experience  and  influence. 


The  First  Sunday-schools  Organized  in  North  America 

For  the  following  facts,  we  are  indebted  largely  to 
Dr.  Henry  Cla}^  Trumbull,  in  his  "  Yale  Lectures  on  the 
Sunday-school  before  Yale  Divinity  School,  1888." 

For  the  credit  of  introducing  the  modern  Sunday- 
school  into  the  United  States,  there  are  many  claimants. 
It  would  seem  that  in  several  places,  on  this  side  of  the 
ocean,  a  Sunday-school  which  was  started  within  a  few 
years  after  Raikes'  beginning  in  Gloucester  was  con- 
tinued for  a  time,  and  then  given  up,  without  leaving 
an  immediate  successor.  Thus  a  Sunday-school  was  or- 
ganized, under  the  direction  of  Bishop  Asbury,  at  the 
house  of  Mr.  Thonias  Crenshaw,  in  Hanover  County, 
Va.,  in  1786;  yet  but  little  is  known  of  it  save  its  begin- 
ning.     A  manute  in  favor  of  organizing  Sundav-schools 


Suuday-school  Couventious  95 

was  adopted  by  the  Methodist  Conference  in  Charleston, 
S.  C  in  February,  1790;  yet  no  record  is  found  of 
Sunday-schools  organized  in  consequence  of  this  minute. 

"  In  December,  1790.  a  meeting  was  called  in  Phila- 
delphia to  consider  the  importance  of  this  work ;  and 
early  in  January,  1791,  the  First-day  or  Sunday-school 
Society  was  formed,  for  the  purpose  of  securing  religious 
instruction  to  poor  children  on  Sunday.  This  society 
has  continued  in  operation  to  the  present  day;  yet  its 
schools,  like  those  of  Robert  Raikes,  had  paid  teachers 
during  the  earlier  years  of  its  operation.  In  1791  a 
Sunday-school  was  started  in  Boston;  in  1793,  °^^  ^^'^^ 
started  in  Xew  York  City,  by  Katy  Ferguson,  a  colored 
woman;  in  1794  one  was  started  in  Paterson,  X.  J.;  in 
1797  Samuel  Slater  secured  the  organization  of  one  in 
Pawtucket,  R.  I.",  in  1800  one  was  started  in  Pitts- 
burg, Pa. 

"  In  1803  a  Sunday-school  was  gathered  by  Mr.  and 
Mrs.  Divie  Bethune,  in  Xew  York  City;  and  subse- 
quently other  schools  were  begun  by  them.  Mrs. 
Bethune  was  a  daughter  of  Mrs.  Isabella  Graham.  Mr. 
Bethune  had  seen  something  of  Raikes'  work  in  England, 
and  the  Xew  York  school  was  started  in  imitation  of 
that.  In  the  same  year  with  this  beginning  in  Xew  York, 
a  Sunday-school  was  begun  in  Portsmouth,  X.  H. ;  the 
year  following  one  was  started  in  Baltimore,  Md.  In 
1809  a  systematic  Sunday-school  movement  was  organ- 
ized in  Pittsburg,  Pa." 

In  1810,  Miss  Hannah  Kill  and  Miss  Joanna  B. 
Prince,  of  Beverly,  Mass.,  gathered  a  company  of  about 
thirty  neglected  children  who  were  accustomed  to  play 
about  the  wharves  of  Beverly  on  the  Sabbath  day,  and 
taught  them  from  the  Bible.  This  grew  later  into  a 
school  for  children  of  all  families. 

"  The  Rev.  Robert  May,  from  London,  gave  a  new 
start  to  Sunday-schools,  in  Philadelphia,  181 1,  which 
proved  a  beginning  of  permanent  success.  A  local 
union  for  Sunday-school  work  was  organized  in   Xew 


96  Conventions 

York  in  1816;  another  in  Boston  the  same  year;  and 
another  in  Philadelphia  in  18 17. 

"  These  societies  became  the  nucleus  of  the  American 
Stinday-school  Union,  a  national  society,  formed  in  1824." 

This  society  has  organized  more  than  100,000  Sunday- 
schools,  an  average  of  3^  every  day  for  eighty  years,  with 
nearly  600,000  teachers  and  4,000.000  scholars.  Dur- 
ing the  past  ten  years  more  than  1,100  churches  have 
resulted  from  its  schools. 


The    Best  Selling  Book  on  Earth 

The  most  widely  circulated  book  in  the  world  is  the 
Bible,  the  text -book  of  Sunda3'-school  work  and  workers. 

The  circulation  of  The  Book  is  largely  in  the  hands  of 
Anglo-Americans,  who  support  the  two  greatest  publish- 
ing houses  devoted  to  the  distribution  of  the  Word  of 
God,  with  headquarters  in  London  and  Xew  York,  mis- 
sionary and  other  translators  at  the  ends  of  the  earth  and 
busy  presses  at  such  strategic  centers  of  population  and 
interest  as  Shanghai,  Tokio,  Constantinople  and  Beirut. 

In  one  hundred  years  the  British  and  Foreign  Bible 
Society  issued  more  than  one  hundred  and  eighty  million 
copies  —  complete  or  in  parts  —  in  three  hundred  and 
seventv  different  languages  and  dialects. 

In  eighty-eight  years  the  American  Bible  Society  issued 
74,441,674  copies,  in  nearly  one  hundred  languages,  a 
total  of  more  than  two  hundred  and  fifty  million  copies 
in  more  than  four  hundred  dialects,  besides  those  issued 
by  other  publishing  houses  in  England  and  America,  in 
the  Revised  and  Authorized  versions. 

Last  year's  issues  of  the  Am.erican  Bible  Society  were 
1,770,891  volumes.  The  British  Societ}^  issues  2,000 
copies  every  working  hour,  or  nearly  six  million  every 
year.  It  emplo^-s  800  colporteurs  and  supports  over 
600  Bible  women  and  spends  vS3,5oo  every  working  day 
in  the  year  in  the  manufacture  of  Bibles. 

Behind  these  great  enterprises  stand  Christians  of  all 
denominations,  united  for  the  common  work. 


Xalio)ial  and  hiUriialioual  (  oiivciitions 


97 


Hazard,  Ph.D. 


National  and  International  Conventions 

M.  C.  HAZARD,  Ph.D. 

At  a  conference  of  friends  of 
Sunday-schools,  held  in  Philadel- 
phia during  the  anniversary  of  the 
American  Sunday-School  Union  and 
the  General  Assembly  of  the  Pres- 
byterian Church,  May  23,  1832, 
thirteen  states  and  two  territories, 
numbers  suggesting  the  beginning 
of  our  national  independence,  were 
represented.  A     resolution     was 

adopted  recommending  the  superin- 
tendents and  teachers  throughout 
the  country  to  convene  to  consider  the  duties  and  obli- 
gations of  officers  of  Sunday-schools,  and  the  best  plans 
of  organizing,  instructing  and  managing  a  Sunday- 
school.  A  committee  was  appointed  to  prepare  lists 
of  questions  covering  the  Sunday-school  effort  as  then 
understood,  to  be  sent  to  Sunday-school  workers  over 
the  land.  The  committee  prepared  seventy-eight  ques- 
tions on  thirteen  different  sections  as  follows:  Schools, 
organization,  discipline,  visiting,  modes  of  instruction, 
union  question  books,  other  question  books,  libraries, 
other  means  of  success,  superintendents,  Bible  classes, 
adult  classes  and  miscellaneous.  Three  hundred  an- 
swers were  received,  many  of  them  copious,  and  the 
collection  is  preserved  in  a  quarto  volume  of  twenty- 
four  hundred  pages,  in  the  library  of  the  American 
Sunday-School  Union,  Philadelphia. 


First  National  Convention 
Tne  'first  national  convention  was  held  in  New  York, 
in  the  Chatham  Street  Chapel,  October  3,  1832,  as  a 
result  of  the  Philadelphia  conference.  Hon.  Theodore 
Frelinghuysen,  of  New  Jersey,  one  of  the  eminent  men 
of  the  time,  was  chosen  president,  and  two  hurdred  and 


Conventions 


twenty  delegates  were  present,  representing  fourteen  of 

the  twenty- four  states  and  four  territories  of  the  union. 
Hon.  Gerritt  Smith  was  one  of 
the  vice-presidents,  and  the  body 
was  a  notable  one,  including 
many  of  the  religious  leaders  of 
the  day,  both  clergymen  and 
laymen.  Among  the  topics  con- 
sidered were  :  Infant  Sunday- 
school  Organization ;  Qualifying 
Scholars  to  become  Teachers; 
Organization  of  Count}'  and 
other  Unions ;  and  the  Propriety 
of  having  more  than  One  Session 
a  Day.  The  interest  developed 
in  the  discussions  was  such,  and 
the  value  of  the  conference  was 

estimated  so  highly,  that  it  was  decided  to  hold  another 

convention  in  1833. 


Hon.  T.  Frelingho'sen 


Secoxd  X.\tiox.\l  Convextiox 
The  second  national  convention,  in  Philadelphia, 
May  22,  1833,  was  called  too  soon  after  the  first  to 
attract  a  large  representation,  and 
only  nine  states  sent  delegates.  Hon. 
Willard  Hall,  an  eminent  Delaware 
jurist,  was  president  of  the  conven- 
tion. While  the  numbers  were  small 
the  meeting  seemed  to  be  full  of  life 
and  interest.  One  profitable  dis- 
cussion considered  "  Private  Sunday- 
schools,"  meaning  schools  or  classes 
taught  in  private  houses  for  those 
who  were  not  willing,  on  account  of 
poverty  or  sectarian  prejudice,  to 
attend  the  Sunday-schools   in   their 

neighborhood  —  a  prophetic  foreshadowing  of  the  pres- 
ent Home  Department  movement. 


Hon.  Willard  H.^ll 


Naticmal  and  I)itcrtiational  Co)ivctitioiis 


99 


Third  National  Convention 
More  than  a  quarter  of  a  century  passed  before  the 
second   national  convention   was   followed   by  another. 
Evidently  the    movement    had   not 
taken  root,  nor  did  it  do  so  with  the 
third  one  held  in  Philadelphia,  Feb- 
ruary 22-24,  1859.     Seventeen  states 
and    the    District  of   Columbia  were 
represented  by  delegates,  and  there 
was  one  visitor  from  Great  Britain. 
Ex. -Gov.  James   Pollock  was   presi- 
dent, and  H.  Clay  Trumbull,  of  Con- 
necticut, then  just  coming  forward 
into  the  notice  of  the  Sunday-school 
world,  was   one    of   the    secretaries. 
The  list  of  speakers  was  a   notable 
one  and  shows  that  there  must  have  been  a  good  deal 
of  sense  and  sparkle  and  spirit  in  the  convention.     A 
committee,   of  which  George  H.  Stuart  was  chairman, 
was  appointed  to  arrange  for  "  a  similar  assemblage  of 
the  evangelical  Sabbath-schools  of  America." 


Ex-Gov.  James  J'oi.lock 


Fourth  National  Convention 
In  June,  1868,  at  the  International  Convention  of  the 
Young    Men's    Christian    Association,    in     Detroit,    an 
informal   meeting  of   Sunday-school  workers  was   held, 
and  it  was  decided  to  hold  a  National 
Sunday-School  Convention  in  New- 
ark, N.  J.,  April  28,  1869.     Twenty- 
eight   states  and  one  territory  were 
represented   by   five    hundred     and 
twenty-six  delegates,  and  there  were 
visitors  from  Canada,  England,  Ire- 
land,   Scotland,    Egypt    and    South 
Africa.     Geo.  H.  Stuart,  of  Pennsyl- 
vania, presided.     Rev.  J.  H.  Vincent 
and  B.    F.    Jacobs  were    associated 
G.  H.  Stuart  with  H.  Clay  TrumbuU  as  secretaries 


loo  Conventions 

of  the  convention.  The  convention  was  international  in 
character  if  not  in  name,  and  its  sessions  were  charac- 
terized by  their  extraordinary  spiritual  power.  The 
writer  cannot  recall  any  meeting  he  ever  attended  that 
in  this  respect  was  quite  its  equal.  It  was  said  by  the 
editor  of  the  Sunday  School  Times  that  "  never  before 
had  so  many  Sunday-school  leaders  of  the  land  been 
brought  face  to  face.  Taken  as  a  whole,  it  was  the 
most  memorable  Sunday-school  gathering  ever  assembled 
in  the  United  States,  if  not  in  the  world." 

Fifth  National  Convention 
The  fifth  national  convention,  at  Indianapolis,  April 
16-19,   1872,  was  destined  to  be  epoch-making.     There 
were  three  hundred  and  thirty-eight 
delegates  present  from  twenty-eight 
states    and     one    territory.       Other 
workers  were  present  from  Canada. 
Great  Britain  and  India.     Philip  G- 
Gillett,    of    Illinois,    was    president. 
The  sessions  were  held  in  the  Second 
Presbyterian    Church.      It   was   an- 
nounced in  the  call  for  the  conven- 
tion that    among    the  themes  fore- 
most in  interest  and  importance  for 
p.  G.  Gillett  its  consideration  was  that  of  a  sys- 

tem of  uniform  Bible  lessons  for  the 
Sunday-schools  of  the  land.  A  tentative  course  which 
had  been  put  out  by  the  publishers,  though  imperfect, 
proved  to  be  quite  popular  simply  because  of  its  uni- 
formity. The  Sunday-schools  of  the  land  were  studying 
the  same  book;  why  not  the  same  lesson?  The  senti- 
ment in  favor  of  one  lesson  for  all  schools  grew  rapidh^ 
within  the  year,  and  when  the  convention  assembled, 
though  there  were  doubts  of  its  feasibility  and  its 
desirability  on  the  part  of  some  of  the  leaders  in  the 
Sunday-school  world,  after  an  impassioned  address  by 
B.  F.   Jacobs,  who  had  been  the  principal  advocate  of 


National  and  1  iilcnialioiial  (\>)i:'ciili\>i!s  loi 

uniformity,  the  vote  was  practically  unanimous  in  its 
favor.  The  first  lesson  committee  was  appointed  to 
prepare  a  lesson  course  to  cover  seven  years.  The  in- 
clusion of   two  Canadian  brethren  as  members  of  this 


Second  Presbyterian  Church,  Indian.moi  is,  Ind. 


committee  made  it  impossible  for  the  next  convention 
to  be  other  than  international.  At  this  convention  a 
national  statistical  secretary  was  appointed.  This  inno- 
vation proved  to  be  of  great  value  to  the  cause,  as 
showing  progress  in  organized  work,  and  establishing  an 
intelligent  basis  for  the  activities  of  the  workers. 


Conventions 


Sixth  National  Convention,  First  International 
The  sixth  national  and  first  international  convention 

was  held  in  Baltimore,  May  11-13,  1875.  Rev.  George 
A.  Pelz,  of  Xew  Jersey,  was  presi- 
dent, and  there  were  four  hundred 
and  sixty-three  delegates  present. 
The  convention  appears  to  have 
been  mainly  a  jubilation  over  what 
had  been  accomplished  at  Indi- 
anapolis. The  report  of  the  Lesson 
Committee  was  inspiring  in  that  it 
showed  how  extensively  the  uniform 
lessons  had  been  adopted  by  the 
Sunday-schools  of  many  denomi- 
nations. Twenty  Canadian  repre- 
sentatives      participated       in       the 

convention  proceedings. 


Rev.  G.  A.  Pelz 


Second  Intern.\tional  Convention 
Nothing  particularly  new  was  done  in  the  way  of 
progress  at  the  second  international  convention  in 
Atlanta,  Ga.,  April  17-19,  1878. 
Governor  Colquitt,  of  Georgia,  pre- 
sided, and  the  most  important  mat- 
ter for  discussion  was  the  Interna- 
tional Lesson  System.  The  delegates 
seemed  to  have  but  one  feeling,  and 
that  one  of  wamt  approval.  But 
the  main  feature  of  this  convention 
was  the  fellowship  which  it  brought 
about  between  the  North  and  the 
South.  The  writer  believes  that 
nothing  since  the  war  has  done  so 
much  to  promote  good  feeling  be- 
tween the  sections  as  this  convention.  Governor  Col- 
quitt melted  all  hearts  with  his  farewell  words.  The 
imion  of  hearts  there  was  inexpressibly  delightful. 


Governor  Colquitt 


Xatii'ital  and  hitcDiatioual  C'ojrvcnlioiis 


Third  Ixtekxatioxal  Convention- 
The  third  international  convention  met  in  Toronto, 
Canada,  June  22-24,  1881,  and  Hon.  S.  H.  Blake,  of 
Toronto,  presided.  The  special  fea- 
ture of  this  convention  was  the  inaug- 
uration of  the  interdenominational 
work  undertaken  by  the  Interna- 
tional Executive  Committee.  This. 
again,  was  the  suggestion  of  the 
fertile  brain  of  B.  F.  Jacobs,  and  at 
this  convention  Mr.  Jacobs  began  his 
long  service  as  chairman  of  the  In- 
ternational Executive  Committee,  to 
continue  until  the  date  of  his  death, 
twenty-one  years  later.  President 
Garfield  sent  a  message  of   interest 

and  sympathy.      It  was  at  this  convention  that  the  home 
class  work  was  first  mentioned. 


H.   Blake 


Fourth  Ixtern.\tional  Convention 
Hon.  Thomas  W.  Bicknell,  of  Massachusetts,  presided 
at  the  fourth  international  convention  in  Louisville,  Ky., 
June  11-13,  1884.     The  program  was 
an  alliterative  one, — The  Work,  the 
Word  and  the  Workers.     That  sug- 
gests the  character  of  the  gathering. 
The    discussions   were    of    special 
value  to  the  delegates  who  had  come 
long  distances  to  obtain   new  ideas 
and  inspiration. 

Pastor  John  Paul  Cooke,  of  Paris, 
France,  gave  an  interesting  and  in- 
structive address  on  "  Sunday-vSchool 
Work  in  Europe." 

The  third  lesson  committee  was 
appointed,  and  five  persons  were  added  as  corresponding 
members,  four  for  Great  Britain  and  one  for  France. 


Hon.  T.  W.  Bicknell 


I04 


Couvmtioiis 


Fifth  International  Convention 
Chicago    entertained    the    convention    of    1887,    June 
-3;   elected  William  Re^'nolds,  of  Illinois,  as  president 
and    later    appointed    him    "  Field 
Superintendent,"    the    first     official 
organizer  for  the  international  field. 
It  was  the  first  gathering  of  the  kind 
at  which  the  Home  Department  was 
presented  by  its  author.     The  plan 
of  home  classes  had  been  so  far  tried 
and    perfected   that  here  it  was  set 
forth  as  a  movement   meriting   and 
demanding  attention.     Mr.  and  Mrs. 
W.  N.  Hartshorn,  of  Massachusetts, 
came    into    prominence    among    the 
international  workers  at  this  conven- 
tion, by  reason  of  their  leadership  in  the  primary  work 
of  the  convention. 


William   Rennolds 


Sixth  International  Convention 
The  sixth  international  convention,  at  Pittsburg, 
Pa.,  June  24-27,  1890,  was  instructive  and  inspiring, 
but  without  special  characteristics. 
Hon.  J.  G.  Harris,  of  Alabama,  pre- 
sided, and  the  convention,  by  reso- 
lution, placed  its  endorsement  on 
the  Home  Department.  Action  was 
taken  looking  forward  to  the  erec- 
tion of  a  Sunday-school  building  in 
connection  with  the  World's  Fair  at 
Chicago  in  1893,  a  building  which 
was  put  up,  and  in  which  many  a 
memorable  meeting  was  held  while 
the  exposition  was  in  progress.  After 
a  prolonged  discussion,  the  plan  of 

having  a  quarterly  temperance  lesson  on  a  Sunday  of 
its  own  was  approved  by  the  convention. 


Hon.  J.  G.  H.ARRis 


Xatiotial  a)td  Intcrnaiional  Conventions 


105 


Lewis  Miller 


Seventh  Interxatioxal  Coxventiox 
The   seventh   international   and   the    world's    second 
convention  were  held  conjointly  in  St.   Louis,  August 

30  to  September  5,    1893.      During  

this  time  the  field  workers  held  their 
first  conference.  The  emphasis  of 
the  convention  was  laid  upon  state, 
county  and  township  work,  and  great 
impulse  was  given  to  systematized 
effort  whose  aim  is  to  leave  no  part 
of  the  field  overlooked.  The  chief 
discussion  was  on  the  International 
Lessons,  and  the  system  was  approved 
in  the  heartiest  kind  of  an  endorse- 
ment. Uniformity  in  study  binds  the 
Sunday-school  workers  of  the  difTer- 

ent  denominations  together  in  a  tie  of  brotherhood 
which  to  them  is  very  precious.  At  the  world's  con- 
vention, Mr.  B.  F.  Jacobs,  chairman  of  the  International 
Committee,  was  elected   president. 

Eighth  Ixterxatioxal  Coxvextiox 
The  eighth  international  convention,  Boston,  Mass., 
June  23-26,  1896,  was  notable  in  many  directions. 
There  were  one  thousand  sixty-three 
delegates  present,  the  largest  num- 
ber in  the  history  of  international 
conventions;  the  devotional  leader- 
ship of  D.  L.  Moody,  who  conducted 
the  opening  hour  each  day,  was  a 
great  inspiration;  Bishop  Vincent, 
who  has  been  chairman  of  the  Les- 
son Committee  from  the  beginning 
in  1872,  resigned,  and  Dr.  John  Potts, 
of  Toronto,  Canada,  was  appointed; 
all  debts  of  the  convention  were 
reported  paid  and  thirty-five  thou- 
sand two  hundred  and  three  dollars  were  pledged  for 


S.  B.  Capen 


io6  Conventions 

the  work  of  the  next  triennium.  The  addresses  of  the 
convention  were  of  an  unusually  high  order,  and  under 
the  presidency  of  Samuel  B.  Capen,  of  Boston,  the  con- 
vention reached  a  very  high  standard.  The  "  field  "  of 
the  convention  was  extended  to  include  Mexico,  Central 
America  and  the  "West  Indies. 

XiNTii  International  Convention 
Atlanta,    Ga..    welcomed    the    convention    in     1899, 
Ajiril   26-30,   for  the  second  time.     Hon.   Hoke  Smith, 
of    Georgia,   was    chosen    president. 
The  convention  was  called  to  mourn 
the    death     of     William     Reynolds 
(1897),  the  first  field  superintendent. 
The    work    was    broadened    by  the 
election    of     Marion     Lawrance,    of 
Ohio,  as  general  secretary;   Prof.  H. 
M.  Hamill,  of  Illinois,  as  field  secre- 
tary;  and   L.  B.  Maxwell  and  Silas 
X.  Floyd,  both  of  Georgia,  as  work- 
ers among  the  colored  people.     Mr. 
Hon.  Hoke  Smith         Jacobs,  asking  retirement  from  active 
service  as  chainnan  of  the  executive 
committee,  was  made  honorary  chairman   for  life,   and 
Hon.  John  Wanamaker,  of  Pennsylvania,  was  elected  to 
succeed  him.     Mr.  Wanamaker  afterward  declined  the 
honor,  and  Mr.  Jacobs  continued  in  service. 

Tenth  International  Convention 
The  first  session  of  the  tenth  international  convention, 
at  Denver,  Colo.,  June  26-30,  1902,  was  a  memorial 
service  commemorative  of  the  life,  work  and  character 
of  Mr.  B.  F.  Jacobs,  the  acting  chairman  of  the  Inter- 
national Executive  Committee,  who  died  three  days 
before,  at  his  home  in  Chicago.  The  tributes  were  elo- 
quent and  sincere,  and  made  a  strong  impression  upon 
the  convention  and  its  work.  Rev.  B.  B.  Tyler,  D.D., 
of  Denver,  the  second  clergyman  in  the  history  of  the 


Xaiioiial  ajiJ  J iiiciiuilioiial  Conventions 


107 


national  or  international  work  to  be  so  honored,  was 
chosen  president,  and  Mr.  W.  N.  Hartshorn,  of  Boston, 
was  unanimously  selected  as  the  suc- 
cessor of  Mr.  Jacobs,  chairman  of  the 
Executive  Committee.  There  were 
eleven  hundred  and  sixty-eight  dele- 
gates enrolled,  and  they  came  from 
fifty-five  states,  provinces  and  terri- 
tories. Mr.  F.  F.  Belsey,  president 
of  the  British  Sunday-School  Union, 
was  a  distinguished  guest  of  the 
convention.  The  plan  of  lesson  se- 
lection was  one  of  the  great  themes 
of  the  convention  discussion,  and  the 

final  action  of  the  convention  was  in  the  adoption  of  a 
resolution  which  read,  "  That  at  this  time  we  are  not 
prepared  to  adopt  a  series  of  advanced  lessons  to  take 
the  place  of  the  uniform  lessons  in  the  adult  grades  of 
the  Sunday-school." 


Rev.  K.  B.  Tylbr 


The  Jews'  Wailing  Place,  Jerusalem 


io8  Conventions 

Progress  and  Prophecy:   An  Interpretation 

C.  R.  BLACKALL.  D.D. 

It  will  be  evident  to  any  careful  observer  that  Ameri- 
can Sunday-school  work  has  been  marked  by  distinct 
stages  or  periods,  each  gradually  shading  into  the  suc- 
ceeding one,  and  each  a  promise  and  a  prophecy.  In  its 
beginning  it  was  spontaneous  and  sporadic,  seedlings  of 
old-world  attainments,  in  efforts  of  an  educational 
character  yet  undefined,  while  communities  were  widely 
separated  and  transportation  was  undeveloped. 

Sympathy  in  a  common  cause  drew  men  and  women 
of  like  minds  into  accord  in  efTorts  to  instruct  and 
spiritually  influence  untaught  children ;  this  crystallized 
into  union  work  and  union  lessons.  It  was  the  period 
of  union  effort,  the  era  of  question  books  and  mem- 
orizing of  scripture  passages.  The  dominating  agency 
of  that  period  was  the  American  Sunday-School  Union, 
whose  active  agents  planted  schools  wherever  it  was 
jDracticable,  and  awakened  the  churches  to  unwonted 
activity. 

All  this,  though  unconsciously  to  active  participants, 
distinctly  and  definitely  led  up  to  the  next  stage,  that  of 
denominational  effort.  Several  featvires  in  the  first 
National  Sunday-school  Convention  (1832)  are  worthy 
of  note :  Reports  were  made  to  the  body  by  the  Sun- 
day-School Union,  the  Baptist  Publication  Society, 
the  Methodist  Book  Concern  and  the  Congregational 
Publication  Society;  a  resolution  was  adopted  to  es- 
tablish a  normal  college  for  training  teachers ;  the  sec- 
tion of  pastors  voted  that  "  uniform  lessons,  properly 
graded,  conduce  greatly  to  the  efficiency  of  our  schools  "  ; 
the  section  of  superintendents  voted  that  "  a  uniform 
lesson  is  essential  to  the  highest  success  of  every  school, 
and  it  is  practical  and  desirable  to  unite  all  the  schools 
of  our  whole  country  upon  one  and  the  same  series." 
This  was  forty  years  before  the  adoption  of  such  a  plan 
bv    the    Atlanta    National    Convention,    at    which    the 


Progress  and  Prophecy.  109 

present  uniform  plan  was  adopted.  The  practical 
application  of  the  action  of  the  convention  of  1832  had 
reference  to  the  union  series,  which  had  then  gained  a 
circulation  of  five  millions  of  copies. 

Meanwhile  denominational  publishing  houses  became 
stronger,  and  with  growing  consciousness  that  union 
lessons  did  not  meet  the  requirements  of  denominational 
life,  the  dissatisfaction  with  the  union  plan  rapidly 
developed.  It  should  be  remembered  that  a  hiatus  of 
twenty-five  3'ears  occurred  between  the  second  and  the 
third  national  conventions,  and  another  hiatus  of  ten 
years  between  the  third  and  the  fourth.  The  Methodists 
were  the  first  in  the  field,  with  the  "  Berean  Series." 
Others  quickly  followed.  Naturally,  determined  op- 
position was  manifested,  and  denominational  activities 
were  increased  until  the  former  general  union  work 
became  largely  a  thing  of  the  past.  But  there  seemed 
to  be  a  steady  working  out  of  the  divine  intention 
through  these  apparently  cross-purposes,  as  federation 
came  to  take  the  place  of  former  unionism.  Christian 
unity  became  recognized  as  more  and  more  of  a  power 
and  better  than  mere  union.  This  was  in  eflfect  a 
prophecy  of  what  followed  when,  in  1872,  the  uniform 
lesson  plan,  with  due  limitations,  blossomed  into  fruition, 
and  the  third  stage,  the  era  of  national  and  inter- 
national organized  Sunday-school  work,  became  a 
recognized  fact.  Without  the  previous  stages  it  could 
never  have  become  a  fact.  It  cannot  fail  to  be  observed 
that  the  lesson  question  was  the  crux  of  each  period 
and  the  determinating  factor  in  progress. 

Again  there  was  marked  opposition,  mainly  led  by  the 
forceful  and  brilliant  Edward  Eggleston,  at  that  time 
on  the  eve  of  turning  from  Sunday-school  work  to  the 
literary  field.  No  doubt  he  was  sincere  in  his  views 
as  he  was  epigrammatic  and  eloquent  in  utterance.  In 
answer  to  the  charge  that  the  uniform  scheme  was  an 
untried  experiment,  Mr.  B.  F.  Jacobs  asserted  that 
three  millions  were  already  proving  the  blessedness  of 


no  Co}ivcuiions 

the  plan.  But  Eggleston  denounced  it  as  "  a  movement 
backward";  declared  that  "it  would  pull  down  good 
schools  " ;  and  "  quench  out  and  squelch  out  "  the  devel- 
opment of  the  individual  life  of  schools.  Time  has 
abundantly  proved  which  was  the  correct  view,  and 
again  we  find  a  prophecy  of  the  next  stage. 

Organized  Sunday-school  work  came  to  have  a  wider 
and  deeper  significance  than  at  any  previous  period. 
Steadily  and  rapidly  the  lesson  question  attained  a 
higher  standing.  With  better  appreciation  of  needs  and 
opportunities,  and  with  increased  facilities  for  instruction 
in  what  may  be  termed  technical  lines  and  in  technical 
schools,  came  increased  demand  for  better  and  more 
thorough  training  of  all  classes  of  Sunday-school  workers. 
It  was  in  every  direction  an  upward  movement,  born  of 
intense  desire  and  purpose  to  have  better  and  more 
worthy  work  done  for  the  Master. 

The  present  stage  did  not  come  suddenly.  The 
voice  in  the  wilderness  had  been  trvie  and  insistent. 
The  kingdom  was  "  at  hand."  The  time  was  ripe. 
The  hour  struck.  Step  bj'  step  came  the  declaration  of 
principles  that  marked  the  era;  these  were  not  new, 
nor  did  they  find  immediate  acceptance;  opposition 
was  stirred,  as  of  yore;  sharp  denunciations  sometiines 
threatened  division;  but  "the  good  hand  of  our  God 
was  upon  us  all  the  way,"  and  unity  greater  than  ever 
before  resulted.  "  Graded  schools,  and  graded  teaching, 
with  graded  material,"  became  the  watchwords  of  the 
new  era,  which  may  fairly  be  regarded  as  more  truly 
educational  than  either  of  its  predecessors,  and  likely  to 
be  more  potent  for  good. 

The  several  lines  of  development  leading  up  to  this 
period  are  well  defined.  Prominent  among  them  is  the 
architectural,  striving  for  acceptance.  Here  and  there, 
in  steadily  increasing  numbers,  suitable  buildings  were 
planned  and  erected  by  well-to-do  churches  for  their 
teaching  departments,  among  which  the  Akron,  Ohio, 
school    was    the    pioneer.     These    called    for    improved 


Proi^rcs.s  aiui  Prophecy.  in 

appointments  and  more  ai)i)rove(l  facilities.  Then 
followed  a  better  eciuipped  teachin.ij  force,  led  by  thor- 
outjhly  qualified  leaders  whose  whole  time  was  required 
in  direction  and  management.  This  again  led  to  new 
arrangement  of  the  school,  and  thus  the  plan  of  segre- 
gation of  departments  came  into  vogvie,  of  which 
the  East  Liberty  (Pittsburg)  Presbyterian  school  is  a 
fine  illustration. 

With  this  naturally  came  development  of  the  points 
urged  so  definitely  at  the  Convention  of  1832  and  really 
established  at  that  time,  —  the  grading  of  Sunday- 
school  classes  and  the  training  of  their  teachers  for 
effective  work.  The  International  Convention  both 
reflected  and  created  public  sentiment  upon  this  subject. 
Private  enterprise  demonstrated  needs  which  it  was 
attempting  to  satisfy  independently  of  the  convention, 
and  thus  it  educated  the  masses;  a  slow  process  bvit 
sure.  The  International  Convention  wisely  accepted 
the  situation,  and  an  optional  "  Beginners'  Course  " 
came  as  a  result.  The  largest  and  strongest  of  all  the 
International  Sunday^chool  conventions  made  its  best 
record  by  unanimously  providing  for  an  optional 
"  advanced  course  "  for  those  who  desired  it,  preserving 
cohesion  of  the  workers,  drawing  to  itself  added  elements 
of  great  strength  and  giving  to  the  "  uniform  lessons  " 
l>lan  a  place  it  had  never  before  held. 

Such  is  the  real  basis  of  the  broad  and  comprehensive 
outlook  that  marks  the  present  era.  The  Sunday-school 
has  become  a  "  world  power  "  of  great  significance, 
which  must  be  reckoned  with  as  an  important  factor  in 
the  determination  of  spiritual  restxlts.  In  the  corre- 
ction of  forces  through  the  freely  given  services  and 
other  generous  contributions  of  the  Executive  Com- 
mittee of  the  International  Association,  led  by  its 
efficient  chairman ;  in  the  eminently  wise  administration 
of  its  affairs  by  its  general  secretary',  so  ably  seconded  by 
a  corps  of  International  workers  unexcelled  the  world 
over;    in    a  capable    standing  committee  on  education; 


112  Conventions 

iov  the  purpose  of  training  the  teachers  and  elevating 
the  standard  generally;  in  the  admirable  and  freely 
given  service  of  its  strong  Lesson  Committee;  in  the 
now  world-wide  influence  exerted  directly  and  indirectly 
by  the  World's  Sunday-school  Convention,  with  its 
inimitable  "  Cruise  "  in  1904.  and  its  projected  gathering 
in  the  "  Eternal  City  "  in  1907,  which  is  likely  to  prove 
an  unparalleled  means  of  uplifting  all  Europe  in  Sunday- 
school  work ;  in  the  closer  Christian  fellowship  it  has 
brought  to  pass;  in  the  increased  loyalty  to  denomina- 
tional fealty  it  has  produced  without  the  sectarianism 
of  some  past  periods;  in  the  distinct  recognition  of  the 
Church  of  Christ  as  the  most  clearly  marked  element  of 
future  stability,  — all  this  points  to  the  possibilities  that 
lie  bej'^ond,  and  gives  prophecy  of  a  future  as  far  exceed- 
ing the  past  as  the  present  exceeds  the  days  of  the  first 
National  Sunday-school  Convention.  The  "  valley " 
schools  are  being  surely  lifted  to  higher  levels  by  the 
active  means  employed  by  the  host  of  trained  workers 
in  the  field;  an  increasing  sense  of  responsibility  and 
consecration  to  the  service  of  God  in  winning  souls  to 
him  will  result  in  the  elimination  of  unworthy  and 
inefficient  persons  now  cumbering  the  teaching  force  and 
hindering  best  success;  the  blessed  Book,  better  taught 
and  more  clearly  understood,  will  be  more  truly  loved 
and  obeyed. 

In  due  time  prophecy  will  become  fact.  We  can  bide 
the  tinie  of  its  coming.  We  can  trust  Him  who  has 
never  failed  to  bring  to  pass  His  own  purposes.  We 
can  develop  the  pattern  He  sets,  though  in  the  weaving 
we  may  not  always  be  privileged  to  see  the  results  of  our 
o-v\Ti  handiwork,  and  we  may  rest  assured  that  the 
Master  will  straighten  every  tangle  caused  by  our 
sometimes  bungling  efforts.  In  any  event,  to  Him 
shall  be  all  the  glory;  to  us  the  inestimable  privilege  of 
being  co-workers  with  Him. 


From  Milan  to  Jerusalem 


113 


E.  K.  Warren 


From  Milan  to  Jerusalem 

EDWARD   K.  WARREN 
President  of  the  World's  Fourth  Convention 

From  the  first  school  for  "  the 
instruction  of  the  young  in 
Christian  doctrine,"  estabHshed 
in  Milan  in  1586,  by  Cardinal 
Borromeo,  to  the  last  AVorld's 
Sundaj^-school  Convention,  held 
in  Jerusalem  in  1904,  is  a  far 
cry;  but  the  dissimilarity  of  the 
two  immediately  suggests  the 
reason  for  the  firmly  founded 
success  of  the  present  Sunday- 
school  system,  of  which  the 
World's  Convention  is  the  high- 
est expression. 

The  Italian  schools,  which 
flourished  during  the  life  of  the  cardinal,  drooped  as  he 
passed  away.  The  first  Sunday-school  of  Paris,  founded 
in  1699  by  Abbe  de  la  Salle,  was  abandoned  after  six 
years.  Even  in  England  and  as  late  as  the  eighteenth 
centurj'  the  individual  schools  launched  under  favorable 
auspices  made  but  little  headway  until  the  English 
Sunday-school  system  was  organized  by  Robert  Raikes. 
Similarly,  individual  schools  were  opened  in  India 
in  1803,  in  Holland  in  1816,  in  France  again  in  1818,  in 
Italy  and  Switzerland  in  182 1,  in  Germany  in  1824, 
in  Denmark  in  1827,  in  Belgium  in  1834,  in  Norway  in 
1844,  in  Sweden  in  1851,  in  Bohemia  in  1864.  in  Russia 
in  1865,  in  Bulgaria  in  1872,  and  in  Finland  in  1877.  ^^ 
the  meantime  the  Svmday-school  movement  had  been 
sweeping  over  America,  and  it  was  left  for  the  Executive 
Committee  of  the  International  Sunday-school  Conven- 
tion, in  a  session  at  Chautauqua  in  1886,  to  suggest  and 
consider  an  "  International  Sunday-school  Convention, 
to  include  all  lands,  to  be  held  in  Europe  at  such  time 


114  Conventions 

and  place  as  may  be  decided  upon  by  the  new  Executive 
Committee  in  correspondence  with  workers  abroad." 
In  these  terms  the  Committee  laid  the  matter  before  the 
Fifth  International  Convention,  held  in  Chicago  in  1887, 
with  a  view  to  unifying  the  individual  Sunday-school 
efiforts  of  the  world. 

Mr.  Edward  Towers,  of  England,  being  present  at  the 
Chicago  Convention,  secured  the  cooperation  of  the 
London  Sunday-School  Union.  Continental  workers 
expressed  their  concurrence  in  the  plan,  and  the  First 
World's  Convention  was  held  in  London,  July  1-6,  1889. 
Mr.  F.  F.  Belsey,  of  London,  was  made  president.  Eigh- 
teen countries  were  represented,  with  a  total  of  873 
delegates,  of  which  number  409  were  registered  from 
Great  Britain  and  Ireland  and  415  from  33  states  and 
provinces  of  America.  The  world's  Sunday-school 
membership  that  year  was  19,715,781.  More  than  half 
of  America's  delegation  journeyed  to  England  together 
on  the  steamship  Bothnia,  on  a  cruise  which  was  termed 
"  The  Return  of  the  Mayflower."  The  ke3'note  of  this 
first  convention,  held  only  seventeen  years  after  the  es- 
tablishment of  the  Uniform  Lesson  System,  is  found  in  a 
resolution  "  that  we  recognize  in  the  International 
Uniform  Lesson  Movement  the  onward  march  of  real 
progress." 

This  World's  First  Convention  adopted  a  platform 
which,  in  its  essentials,  was:  (i)  "  To  arouse  enthusiasm 
by  conventions  and  institutes  in  the  Sunday-school  work 
of  all  lands.  .  .  ."  (2)  "  To  present  in  these  conventions 
the  best  methods  of  work  in  every  department  of  Sunday- 
school  activity.  ..."  (3)  "To  cooperate  with  the 
national  and  other  Sunday-school  associations  along  the 
line  of  more  effective  organization."  A  World's  Sunday- 
school  Executive  Committee  was  elected,  empowered  to 
carry  on  the  work  in  the  interim  between  conventions. 

The  World's  Second  Convention  was  held  in  St.  Louis 
in  1893.  The  sessions  followed  the  Seventh  Inter- 
national Convention.     Of  the  887  delegates  present,  45 


From  M ilan  to  Jerusalem  115 

were  from  England,  10  from  five  other  countries,  and 
nearly  all  were  delegates  to  the  International  Conven- 
tion. The  world's  Sunday-school  enrollment  was  then 
22,398,661.  The  important  feature  of  this  convention 
was  the  report  of  the  work  in  India,  made  by  Dr.  J.  L. 
Phillips.     Mr.  B.  F.  Jacobs  was  elected  president. 

Five  years  later  London  again  welcomed  a  World's 
Convention,  and  heartily  she  did  it,  tool  Eight  hundred 
and  sixteen  of  Great  Britain's  subjects  joined  with  293 
delegates  from  ^^  states  and  provinces  across  the  water, 
and  representatives  from  15  other  countries  —  a  total 
of  1. 1 70  men  and  women  from  a  constituency  numbering 
24,919,313.  A  large  part  of  America's  delegation  came 
b\'  the  steamship  Catalonia.  The  World's  Convention 
sensed  the  benefits  of  fraternal  union,  declared  its  senti- 
ments concerning  the  "  gathering  omens  of  renewed 
peace  between  the  American  and  Spanish  nations," 
prayed  for  "  the  enlargement  of  the  life-giving  Word  of 
God  and  the  spread  of  religious  thought  and  liberty." 
Of  the  third  convention,  Mr.  Edward  Towers  was  made 
president. 

The  pilgrimage  to  Jerusalem,  made  in  1904,  repre- 
sents the  beginning  of  a  new  era  in  the  development,  of 
the  World's  Sunday-school  Convention  idea.  This 
convention,  held  in  a  relatively  inaccessible  place,  pos- 
sible only  through  the  expenditure  of  time,  money  and 
energy,  witnessed  a  splendid  numerical  increase  in  the 
enrollment  of  delegates,  the  United  States  registering 
701,  Canada  63,  Great  Britain  253,  Jerusalem  377, 
Palestine  72,  eighteen  other  countries  being  represented 
as  well,  —  a  total  of  1,526  delegates. 

If  these  statistics  were  multiplied  tenfold,  the}'  would 
be  inadequate  to  convey  an  idea  of  the  spirit  of  the  Jeru- 
salem Cruise  and  Convention;  and  the  spirit,  rather 
than  any  material  characteristics,  ivas  the  pilgrimage. 
"  Was  "  ?  One  might  as  truthfully  say  "  is,"  for  this 
convention  assumed  an  identity,  and  became  a  living, 
breathing   force.     The   reasons   for   this   are    manifold. 


ii6  Conventions 

The  eight  hundred  Americans  associating  together  on 
board  the  Grosser  Kurfurst  for  so  large  a  part  of  the 
cruise  of  nearly  two  months  and  a  half,  and  the  delegates 
from  Great  Britain  —  half  as  many  and  associated 
together  half  as  long  —  journeying  on  board  the  uAugusie 
Victoria,  became  intimately  acquainted  with  each  other 
in  their  floating  homes,  and  learned  to  know  Christian 
character  in  a  very  real  and  stimulating  way. 

A  knowledge  of  Oriental  needs,  and  a  realization  of 
what  is  being  done  to  meet  them  by  the  noble  mission- 
aries of  the  East,  came  by  contact  with  the  mission  posts 
along  the  shores  of  the  Mediterranean. 

A  journey  through  the  Lord's  land  and  a  prolonged 
stay  in  the  Holy  City  brought  to  each  reverent  pilgrim 
a  new  sense  of  the  genuineness  and  vitality  of  the  Word 
of  God. 

The  mingling  of  the  nations  of  the  earth  in  the  con- 
vention proper  could  but  suggest  the  prophecy  of  Hab- 
akkuk,  "  The  earth  shall  be  filled  with  the  knowledge  of 
the  glory  of  the  Lord,  as  the  waters  cover  the  sea." 

But  re-awakened,  reconsecrated  Christianity  must 
do  something!  Had  the  Jerusalem  Convention  failed 
in  this  test,  it  would  not  as  now  mark  a  long  step  for- 
■  ward.  As  it -is,  new  encouragement  is  left  in  the  mission 
fields  of  Turkey,  Syria-,  Egypt  and  Italy ;  new  mission- 
ary fervor  is  brought  back  to  America;  the  Palestine 
Sunday-School  Association  is  created;  the  Western 
Turkey  Sunday-School  Union  is  formed;  the  Uniform 
Lessons  are  in  extended  circulation  in  Arabic ;  the  Sun- 
day-school efforts  of  Italy  are  strengthened,  and  the 
World's  Fourth  Convention  sounds  a  clear  note  to  carry 
forward  between  conventions  in  a  systematic,  organized 
way  the  work  for  which  the  convention  stands,  and  the 
transference  of  the  Japan  field  to  the  World's  Committee 
is  the  International  indorsement  of  this  initiative. 

To-day  the  motto  of  twenty-six  million  Sunday-school 
workers  is,  "  The  World  for  Christ!  " 


Division  II— The  International  Sunday- 
school  Association 


Part       I  —  The  Eleventh  International  Convention 
Some  Relationships  of  the  Sunday-school 
•   The  Relation  of  the  Sunday-school  to  Education 
The  Relation  of  the  Sunday-school  to  Evangelism 
The  Relation  of  the  Sunday-school  to  Missions 
The  Reports 

Part     II  — Denominational  Relations  and  Constituency 
Part  III  — Related  Organizations 
Part    IV  —  Organization  and  Methods 


"7 


THE  ELEVENTH  INTERNATIONAL 
CONVENTION 

Opening  Address 

BENJAMIN    B.  TYLER,  D.D. 
President  Tenth  International  Convention 

In  the  good  providence  of  God  we 
come  together  in  this  beautiful  Cana- 
dian city,  to  greet  each  other,  to 
resume  our  acquaintanceshi]3  and 
our  fellowship,  to  review  the  work 
of  the  trienniuni  and  to  plan  greater 
things  in  the  name  of  our  Lord  for 
the  time  that  is  before  us.  I  believe 
we  are  in  the  opening  moments  of  a 
convention  that  will  go  down  in 
B.  B.  TvLER,  D.D.  history  as  of  supreme  importance  in 
the  extension  of  the  Master's  king- 
dom. ^^'e  are  here  as  members  of  the  household  of  faith, 
devoted  to  our  common  Lord  and  moved  by  his  spirit 
to  advance  the  interests  of  his  work  among  the  people 
of  this  earth. 

Twenty-four  years  ago,  in  this  city.  I  attended  an 
International  Sunday-school  convention.  When  we 
came  to  the  registration  booths  the  loved  and  lamented 
B.  F.  Jacobs  was  just  in  advance  of  me.  When  he  was 
asked  about  his  denominational  connection  nobody 
suspected  that  he  was  ashamed  for  a  moment  of  his 
denominational  label.  He  replied,  "  Isn't  it  good 
enough  in  this  place  to  be  simply  a  Christian?  "  Our 
Lord  prayed  that  those  who  should  believe  on  him  might 
become  one  as  He  and  the  Father  are  one.  Our  Lord 
said,  "  And  I,  if  I  be  lifted  up,  will  draw  all  men  unto 
me."  It  is  a  wondrous  jirivilege  we  enjoy,  to  live  in  a 
time  of  such  sweet  fellowship  and  delightful  union.  I 
congratulate  you  on  the  work  that  you  have  been  doing 
under  the  leadership  of  our  common  Lord. 


The  Eleventh  InternatioHal  Convention 


Lieut.-Gov.  W.  M.  Clakk 


Addresses  of  Welcome 

His  Honor  WILLIAM   MORTIMER    CLARK,  K.C.,  LL.D. 

Lieutenant-Governor  of  Ontario 

Mr.  President,  ladies  and  gentle- 
men :  I  feel  honored,  at  being  ap- 
pointed an  honorary  president  of 
this  great  Association  and  being 
called  upon  to  tender  to  you  the 
warmest  congratulations  of  the  prov- 
ince of  Ontario.  I  avail  myself  most 
gladly  and  cheerfully  of  the  invita- 
tion which  you  so  cordially  extend 
me,  in  order  that,  if  I  did  nothing 
more,  I  might  have  this  public  op[)or- 
tunity  of  expressing  my  hearty  and 
deejj  sympathy  with  you  all,  as  a  Sunday-school  teacher. 
If  any  apology  were  needed  for  mj'  presence  here  this 
evening,  it  would  be  this,  that  the  commonwealth  owes 
a  very  deep  debt  of  gratitude  to  you  who  give  so  much 
of  your  time  and  attention  and  labor  to  the  education 
of  our  young  people  in  religious  knowledge.  You  fill 
a  great  want  in  the  national  system  of  education,  both 
of  this  country  and,  I  venture  to  say,  also  of  the  United 
States.  To  you,  therefore,  I  think,  the  state  owes  a 
deep  debt  of  gratitude ;  and  I  therefore  most  cordially 
welcome  you  to  this  province,  and  I  trust  that  your 
deliberations  may  be  acconipanied  bv  the  blessing  of 
God. 

Some  years  ago  John  Bright  recognized  the  great 
importance  of  the  work  of  the  Sunday-school,  and  its 
great  value  as  an  adjunct  to  the  government  of  the  coun- 
try. He  said  that  the  Sunday-school  teachers  of  Great 
Britain  were  the  true  glory  of  the  country;  and  I  have 
no  doubt  that  were  he  here  to-night,  he  would  include 
the  Sunday-school  teachers  of  the  United  States  in  the 
same  category.  The  influence  which  you  wield  upon 
the  young  of  our  countries  is  incalculable.      During  the 


Addresses  of  Welcome  121 

short  interval  of  time  which  is  allowed  to  you  for  the 
instruction  of  the  youth,  do  the  very  utmost  you  can  to 
inipress  upon  our  young  people  a  sense  of  reverence  for 
God,  for  his  Word,  for  the  sanctity  of  the  Lord's  Day  and 
a  knowledge  of  divine  truth  in  its  various  aspects.  What 
that  influence  is  upon  the  future  of  our  country  no  one 
can  tell. 

I  have  been  the  superintendent  of  a  Sunday-school  for 
ten  years.  And  we  often,  both  superintendent  and 
teachers,  have  felt  occasions  of  great  unsatisf action  and, 
sometimes,  dissatisfaction  with  our  pupils  as  well  as  with 
ourselves ;  but  we  need  the  work  because  of  the  thought 
and  the  leaven  which  is  being  spread  among  the  people, 
and  no  one  can  tell  what  the  result  would  have  been  had 
not  that  nifluence  been  at  work  among  us.  It  would, 
indeed,  have  been  a  sad  thing  for  us  all. 

The  time  which  is  allotted  to  the  Sunday-school  teacher 
—  I  presume  about  an  hour  of  actual  teaching  —  is  all 
too  brief  for  the  duties  of  your  great  office .  But  it  re- 
mains to  each  one  of  us  to  use  to  the  utmost  the  short 
period  allotted  to  us. 

The  influence  of  such  an  assemblage  and  of  the  delib- 
erations which  will  be  held  in  the  various  meetings  in 
connection  with  this  Association  will,  I  have  no  doubt, 
stimulate  each  one  to  be  more  diligent  in  the  discharge  of 
duty,  more  faithful  in  seeking  to  utilize  the  time  which  is 
allotted  in  inculcating  in  the  minds  of  our  young  people 
everything  which  makes  for  righteousness  and  peace. 

I  invoke,  ladies  and  gentlemen,  upon  you  the  blessing 
of  God,  and  I  hope  that  the  labors  of  this  Association 
will  give  to  each  one  of  you  a  fresh  impetus  in  your 
career  as  a  Sunday-school  teacher,  and  that  the  influence 
of  this  meeting  will  be  felt  not  only  in  this  city  and  prov- 
ince, but  among  all  English-speaking  peoples  of  this 
continent,  and  that  each  of  you  will  have  reason  to  thank 
God  that  you  were  able  to  be  present  here. 


The  Eleventh  hiternational  Conventior 


H.  J.  Cody,  D.D. 


Canon  H.  J.  CODY,  D.D. 

Rector  of  St.  Paul's  Church,  Toronto 

We  bid  you  welcome.  The  word 
welcome  may  mean  "  well  come." 
You  are  come  to  Toronto  and  come 
to  Canada  in  a  good  time.  This  is 
the  leafy  month  of  June,  when,  if 
ever,  we  give  you  perfect  days,  and 
we  hope  you  will  enjoy  to  the  full 
your  short  stay  among  us  in  this  the 
eye  of  the  Dominion.  There  is 
another  derivation  of  the  word  wel- 
come which  means  "will  come"; 
come  according  to  our  wishes  and 
will  and  pleasure,  and  we  bid  you  most  heartily  welcome 
in  that  sense.  It  is  according  to  our  best  will,  wish  and 
pleasure  that  this  great  army  of  Sunday-school  workers 
comes  among  us.  It  is  an  interchange  of  international 
courtesies,  and,  as  nations  understand  each  other  better, 
possible  causes  of  friction  disappear. 

We  welcome  you  under  the  old  flag,  the  flag  of  the 
three  crosses,  the  emblem  of  self-sacrifice  in  the  cause  of 
humanity.  Canada  is  situated  in  a  remarkable  position. 
It  has  a  unique  influence,  and  will  have  that  influence 
more  and  more  in  welding  together  the  various  parts  of 
the  Anglo-Saxon  community.  We  are  your  neighbors 
to  the  South ;  we  are  the  daughter  of  the  Old  Land  across 
the  sea;  we  ought  to  stand  in  the  midst  of  the  nations 
drawing  the  Motherland  to  her  long-lost  daughter,  and 
that  unity,  when  it  is  consummated,  spells  peace  for  the 
world  and  the  evangelization  of  the  race. 

But  this  is  more  than  an  interchange  of  international 
courtesies ;  it  is  the  celebration  of  participation  in  one  of 
the  greatest  w^orks  that  God  has  committed  to  his  people. 
What  is  that  work?  It  is  in  the  first  place  the  winning 
of  the  young.  It  was  Humboldt  who  said  that  if  you 
wish  to  introduce  any  idea  into  a  nation,  you  must  first 
introduce  it  into  the  schools.     We  are  dealing  with  this 


.4 ddresscs  of  I  \  'dcomc  123 

great  problem  of  winning  and  holding  the  young.  Sun- 
day-school work  is  a  hopeful  work,  for  the  generations 
come  so  soon,  and  there  is  ever  a  fresh  field  in  which  to 
operate.  It  is  more  than  winning  the  young ;  it  is  teach- 
ing the  Book;  and  this  great  convention  says  to  the 
world  that  we  still  believe  that  the  touch  of  the  Divine 
is  on  the  Old  Book.  You  win  the  young ;  you  teach  the 
Book ;  but  more  than  that ;  the  Sunday-school  is  some- 
thing higher;  it  is  a  place  where  there  is  an  atmosphere 
generated  where  Christian  men  and  women  bring  the 
power  of  consecrated  personality  to  bear  upon  winning 
the  lives  of  the  young  to  Jesus  Christ.  So  what  work 
can  be  higher  or  holier  and  better,  what  international 
operation  can  be  more  according  to  the  will  of  God  and 
fraught  with  greater  possibilities  in  the  future  ? 

We  bid  3^ou  welcome  in  the  broad  sense  of  national 
brotherhood  and  in  the  closer  sense  of  Christian  brother- 
hood, and  we  feel  that  you  will  take  your  part  in  witness- 
ing afresh  that  the  life  of  a  nation  as  well  as  the  life  of  an 
individual  consists  in  something  more  than  the  abun- 
dance of  the  things  it  possesses.  In  an  atmosphere  that 
is  heavy  with  materialism,  almost  rank  with  a  noxious 
commercialism,  in  an  atmosphere  of  class  indifference 
to  the  things  of  the  spirit,  all  Sunday-school  workers 
are  in  the  fore  line  in  warning  against  the  old-time  foes 
of  hatred,  of  avarice,  of  worldliness,  the  Protean  forms 
of  sin  through  all  the  ages. 

We  bid  you  thrice  welcome  to  this  our  Queen  City, 
in  the  name  of  the  Lord;  and  surely  the  enthusiasm 
that  is  generated  by  this  convention  by  the  blessing  of 
God  shall  not  be  an  enthusiasm  that  will  evaporate,  but 
that  shall  turn  into  tireless  energy  for  the  upbuilding 
of  the  Church  of  Christ,  and  the  spreading  of  the  knowl- 
edge of  His  name  among  the  young. 


124  The  Eleventh  Iiiteruatiojial  Cotivention 

Hon.  J.  W.  ST.  JOHN 

Speaker  of  the  Legislative  Assembly  of  Ontario 

I  AM  glad  to  have  the  opportunity 
on  behalf  of  the  Province  of  Ontario 
and  of  this,  the  Queen  City  of  the 
Province,  to  extend  to  you  all  a  very 
hearty  welcome.  I  welcome  you 
because  of  the  work  in  which  you 
are  engaged.  Your  work  and  its 
results  can  never  be  determined  by 
the  mathematics  of  earth,  it  can 
only  be  reckoned  by  the  mathemat- 
Hon.  J.  w.  St.  John  ics  of  heaven.  We  welcome  you 
also  because  of  the  good  you  will  do 
among  us.  Your  work  and  your  presence  and  your  en- 
thusiasm must,  of  necessity,  create  an  enthusiasm  in  our 
midst  and  in  the  surrounding  part  of  Canada.  We  wel- 
come you  because  of  the  good  work  you  are  going  to  do 
in  the  future,  because  your  work  will  spread  on  more 
and  more. 

I  welcome  you  because  you  are  on  Canadian  soil. 
Canada  is  the  mother  of  freedom  on  the  North  American 
continent.  For  years  our  brave  southerners  were  able 
to  march  among  difficulties  northward,  and  when  they 
planted  their  feet  on  Canadian  soil  they  were  able  to 
say,  "  Thank  God,  I  am  free."  I  am  also  pleased  to 
welcome  you  because  we  are  children  of  a  common  na- 
tional ancestry.  Our  two  grand  flags,  the  Union  Jack 
and  Old  Glory,  mother  and  daughter,  wave  closer  to-day 
than  ever  before,  and  their  kindly  unfoldings  to  the 
breeze  bid  defiance  to  every  form  of  anarchy  and 
wrong,  and  bid  welcome  to  every  advance  of  civiliza- 
tion, liberty  and  Christianity.  While  these  two  flags 
represent  two  nationalities  having  their  separate  laws 
and  institutions  and  methods  of  government,  T  rejoice 
to  say  that  they  represent  two  nationalities  strongly 
united  in  a  common  cause,  —  the  betterment  of  hu- 
manity. 


Addresses  of  Wrlconic  125 

I  dwell  with  i:)leasure  upon  the  great  potentialities 
for  good  to  which  a  great  gathering  of  this  kind  gives 
birth.  Whatever  has  a  tendency  to  cause  two  great 
peoples  to  forget  those  things  in  which  they  differ,  and 
remember  only  the  things  in  which  they  have  a  common 
interest,  is  alike  a  benefit  to  them  both  ;  whatever  makes 
the  hearts  of  two  peoples  beat  in  unison  makes  them 
more  enamored  of  harmony,  more  sensitive  to  discord, 
more  earnest  in  a  struggle  to  carry  on  the  great  principle 
of  the  human  uplift. 

I  see  before  us  the  results  of  the  great  work  of  this 
immense  convention.  It  means  the  melting  down  of 
international  barriers,  the  joining  together  of  the  peoples 
of  the  earth  in  a  common  cause,  and,  by  and  by,  con- 
ventions of  this  kind  with  the  subject  matter  of  consider- 
ation such  as  you  have,  must  consummate  in  the  advent 
of  that  great  millenial  dawn  when  the  national  instru- 
ments of  warfare  shall  be  transformed  into  international 
instruments  of  fraternity  and  peace. 

His  Worship  THOMAS  URQUHART 

Mayor  of  Toronto 

I  COUNT  it  a  great  privilege  to  wel- 
come to  the  city  of  Toronto,  on  be- 
half of  the  corporation  of  the  city 
and  the  citizens,  this  convention. 
During  the  past  years  many  im- 
portant gatherings  have  met  within 
our  bounds;  but  I  feel  that  no  one 
has  been  more  important  than  this. 
We  welcome  you  to  our  city.  A 
^^^^^^^^  beautiful  city,  an  English-speaking 
Thomas  Urquhart  city,  perhaps  the  most  English  city 
of  its  size  on  the  continent  of  Amer- 
ica or  in  the  world.  We  welcome  you  to  a  church-going 
city,  that  brought  over  from  the  homeland  that  good 
habit  of  going  to  church.  We  welcome  you  to  a  Sunday- 
school  city  as  well.     We  have  one  hundred  and  seventy- 


126  The  Elci'oitJi  hitcniatiotial  Coii'cution 

one  Sunday-schools,  having  upon  their  rolls  over  6,600 
teachers,  and  with  over  50,000  scholars.  We  have  more 
names  upon  our  Sunday-school  rollg  than  upon  the 
public-school  roll.  There  are  35,000  names  enrolled  in 
the  rolls  of  the  public  schools,  while  otir  Sunday-school 
roll  mounts  up  to  nearly  50,000. 

We  welcome  you  to  a  city  of  great  Christian  activitv 
and  noble  charities.  We  welcome  you  to  a  city  of 
homes.  I  believe  the  glory  of  the  city  of  Toronto  is  that 
it  is  a  city  of  homes  where  nearly  every  home  has  the 
spirit  of  home  and  has  the  spirit  of  Christianity.  We 
welcome  you  to  the  homes  and  the  hearts  of  our  city.  We 
welcome  you  to  a  great  educational  city,  with  ourtwentv- 
five  universities  and  colleges,  having  six  thousand  or  more 
students  enrolled  from  all  parts  of  our  broad  Dominion, 
and  many  of  them  from  the  United  States  as  well. 

We  welcome  you  to  a  growing  city,  increasing  at  the 
rate  of  12,000  or  15,000  a  year.  We  are  not  very  old. 
Seventy  years  have  passed  away  since  our  city  was 
incorporated,  a  little  town  of  four  or  five  tho^isand 
people.  To-day  we  number  250,000  or  260,000  or  more. 
Twenty-foiir  years  ago  this  convention  met  in  our  city, 
then  of  only  a  little  over  80,000  people.  More  than  three 
times  as  large  have  we  grov.-n  within  those  twenty-four 
years;  and  I  believe  we  have  grown  even  more  in  wealth 
than  in  population.  Perhaps  the  Sunday-school  work 
has  had  something  to  do  with  that. 

And  I  wish  personally  to  welcome  you  to  the  city  of 
Toronto,  as  a  fellow  worker.  For  more  than  twenty 
years  I  have  been  actively  engaged  in  the  Sunday-school 
work,  as  teacher  or  as  superintendent.  I  believe  it  is 
the  best  work  in  which  a  man  can  be  engaged.  When  I 
was  elected  mayor  of  the  city  somebody  said  to  me, 
"  I  suppose  that  3"ou  w'ill  now  give  up  the  position  as 
superintendent  of  Walmar  Road  Bible  School."  I  said, 
"  No,  I  would  rather  give  up  the  position  of  mayor." 

I  congratulate  you  upon  the  splendid  achievements 
which  this  organization  has  brought  about  during  the 


Addresses  of  Welcome  127 

thirt}'  years  or  more  since  its  formation.  It  has  been 
during  these  years  that  the  greatest  development  has 
come  to  the  Simday-school  work  on  this  continent.  I 
believe  one  of  the  greatest  blessings  that  came  during 
the  past  century-  to  this  continent  was  the  organization 
of  this  great  international  Sunday-school  convention, 
which  brought  the  schools  of  this  continent  into  line,  so 
that  at  the  same  hour,  almost,  on  the  same  day,  millions 
of  boys  and  girls  might  at  the  same  time  study  the  Word 
of  God.  It  is  not  necessary  for  us  in  these  days  to  em- 
phasize the  importance  of  work  among  the  boys  and 
girls,  or  of  the  child  and  the  early  conversion  of  the 
child. 

We  have  to  congratulate  this  organization  upon  the 
splendid  achievement  in  Sunday-school  work  in  placing 
in  the  hands  of  o\ir  scholars  and  teachers  helps  for  the 
work,  so  that  the  school  in  the  most  remote  district  in 
the  continent  may  use  the  same  helps  as  are  used  in  the 
metropolitan  school.  I  congratvilate  you  upon  the 
splendid  literature  prepared  for  workers  and  boys  and 
girls,  pure,  wholesome  literature,  which  is  abundant,  and 
will  leave  us  richer  and  better  in  the  years  to  come. 

This  work  has  an  important  bearing  upon  the  question 
of  citizenship.  If  there  is  one  thing  more  important 
than  another  it  is  that  the  boys  and  girls  shall  be  trained 
in  Christian  patriotism,  so  that  they  shall  be  qualified 
to  take  up  positions  of  trust  in  every  land.  I  think  that 
the  boy  or  girl  who  starts  out  in  life  with  the  knowledge 
of  the  gospel  of  Jesus  Christ,  acknowledging  him  as  Lord 
and  Master,  starts  out  with  a  privilege  that  one  who 
has  it  not  cannot  estimate.  We  cannot  estimate  the 
importance  of  starting  out  in  life  with  a  knowledge  of 
Jesus  Christ. 

We  teach  the  children  to  love  and  honor  our  king,  and 
to  revere  the  name  of  the  good  Queen  \^ictoria.  On  your 
side  of  the  line  you  teach  the  children  to  revere  and 
honor  the  memory  of  George  Washington  and  of  Lincoln, 
who  have  done  so  much  for  your  country.     While  our 


128  The  Eleventh  International  Coni'ention 

children  are  rightly  taught  to  revere  the  names  of  these, 
how  much  more  important  that  they  should  be  taught 
to  revere  the  name  of  Hiin  \A'ho  is  King  of  kings  and  Lord 
of  lords. 

The  work  is  important ;  and  we  intend  to  emphasize 
that  work  to-day.  The  life  of  our  churches  depends 
upon  the  work  that  is  done  in  the  Sunda3^-schools  to-day. 
The  best  activities  of  our  churches  are  centered  around 
them. 

How  much  this  convention  means  to  the  Christian 
life  of  the  continent !  You  remember  that  it  was  or- 
dained that  three  times  in  the  year  the  Jewish  people 
should  go  up  to  Jerusalem  to  the  great  feasts.  AA^e 
cannot  estimate  the  effect  that  those  feasts  had,  by 
bringing  together  the  tribes  in  Jerusalem,  upon  the 
national  and  social  and  religious  life.  And  I  have 
wondered  if  this  were  not  the  great  feast  of  to-day,  when 
from  the  forty-five  states  of  America  and  from  the 
seven  provinces  of  Canada  come  the  representatives  of 
the  great  King  to  study  together  about  plans  of  work 
for  saving  the  boys  and  girls.  We  are  looking  forward 
in  this  country,  as  I  believe  you  are,  to  a  mighty  revival. 
We  believe  that  the  time  is  not  far  distant  when  we  are 
going  to  have  a  great  revival;  and  it  seems  to  me  that 
in  a  convention  such  as  this  might  be  struck  the  keynote 
which  would  touch  the  hearts  of  people  all  over  this 
continent,  so  that  in  the  months  to  come  we  should  see 
such  a  revival  upon  this  continent  as  we  have  not  hitherto 
seen. 

Again  I  bid  you  welcome  —  welcome  to  our  city, 
welcome  to  our  hearts,  welcome  to  our  homes.  And  I 
bid  you  godspeed  in  the  great  work  in  which  you  are 
engaged. 


Responsive  Addresses  129 

Responsive  Addresses 

Rev.  ALAN   HUDSON 
Pastor  First  Congregational  Church,  Brockton,  Mass. 

In  vour  kindly  words  of  greeting, 
sir,  you  spoke  of  our  Anglo-Saxon 
brotherhood.  That  is  now  a  phrase 
to  conjure  with  in  the  land  of  Wash- 
ington, Lincoln  and  Roosevelt.  It 
is  destined  to  become  in  this  twen- 
tieth century  the  Christian  battle- 
rrv  of  the  English-speaking  peoples. 
The  Anglo-Saxon  race  is  better 
fitted  than  any  other  to  realize  the 
Rev.  Alan  Hidson  note  of  this  convention  and  win  this 
generation  for  Christ.  We  are  better 
fitted  in  resources.  The  wealth  of  the  world  is  in  the 
hands  of  the  English-speaking  peoples.  God  does  not 
give  wealth  to  a  people  without  a  purpose.  That  pur- 
pose is  not  personal  indulgence.  It  is  to  spread  the 
truth  of  Christ  along  our  frontiers,  in  our  cities  and 
throughout  the  nations  which  have  no  knowledge  of 
the  Christian  revelation,  that  we  may  win  our  century 
and  generation  to  the  cross  of  Christ. 

The  same  is  true  of  education.  The  Anglo-Saxon 
race  stands  for  the  education  of  the  common  people. 
European  races  could  not  understand  why  they  were 
distanced  in  commercial  supremacy  by  Great  Britain  in 
the  nineteenth  century.  It  was  because  her  common 
people  have  been  trained  to  think.  At  the  conclusion 
of  America's  war  with  Spain  the  statesmen  of  Europe 
could  not  understand  why  Spain,  once  the  dominant 
power  of  Europe,  could  have  been  so  quickly  defeated 
by  their  American  foemen.  But  when  it  was  remem- 
bered that  sixty  per  cent  of  the  Spanish  soldiery  were 
tmable  to  read  or  write,  while  their  American  antagonists 
had  received  to  a  man  a  public-school  education,  the 
reason  was  apparent.     It  was  not  the  man  behind  the 


130  The  ElevciitJi  hitcniational  Convention 

gun  that  won  in  the  Spanish  war,  but  the  school  behind 
the  man  behind  the  gun. 

When  you  sent  your  soldiers  to  South  Africa  a  few 
years  ago  to  fight  in  the  Boer  war,  the  peoples  of  Europe 
and  even  your  mother  country  did  not  expect  much  from 
you,  but  when  the  Canadian  volunteers  defeated  Cronje 
and  became  the  heroes  of  Paardeberg,  they  confounded 
the  judgments  of  their  critics.  A  thousand  questions 
were  asked  as  to  the  secret  of  your  power.  It  was  this. 
Back  of  every  Canadian  bayonet  and  every  Canadian 
rifle  there  was  the  product  of  the  Canadian  public 
school.  The  education  of  the  common  man  is  the  glory 
of  the  Anglo-Saxon  race.  Can  we  not  see  in  this  in- 
tellectual fitness  God's  call  to  serve  our  generation?  If 
the  Anglo-Saxon  race  is  to  do  its  work  for  the  world  it 
must  take  its  wealth  and  education  and  lay  them  at  the 
feet  of  Christ. 

The  call  of  the  Christian  Church,  —  back  to  Christ 
and  forward  to  service,  —  the  call  of  this  convention  to 
win  this  generation  for  the  Cross,  is  our  opportunity  to 
return  to  forgotten  ideals  of  the  race.  We  are  divinely 
fitted  to  win  this  generation  for  Christ,  for  beyond  every 
other  people,  the  Anglo-Saxon  race  has  stood  for  an  open 
Bible.  That  book  has  been  the  enunciation  of  Anglo- 
Saxon  faith,  of  Anglo-Saxon  law  and  Anglo-Saxon 
liberty. 

What  is  the  meaning  of  this  Anglo-Saxon  passion  for 
the  Bible  in  the  common  tongue  of  the  people?  It  is 
this.  God  has  been  providentially  preparing  the  race  to 
save  and  serve  the  twentieth  century.  We  must  take 
the  International  Sunday-school  Lessons  and  make 
them  the  lessons  of  the  race.  We  must  take  the  Psalms 
that  have  sung  their  way  into  three  thousand  years  of 
history  and  make  them  the  twentieth  century  aspiration. 
We  must  take  the  great  prophets  who  revealed  to  their 
age  the  vision  of  God,  and  flash  that  vision  across 
the  blindness  of  present-day  greed.  We  must  take  the 
gospels    with    their    message    of    redemption,  and    the 


Rcspoiishr  .\ddrcsscs  131 

apostles  with  their  enthusiasm  for  humanity,  and  make 
them  ours.  We  must  take  the  Christ,  whose  Cross 
grows  larger  and  brighter  down  the  centuries,  and  make 
him  the  model  and  Saviour  of  our  generation. 

I  do  not  know  what  may  be  the  futvire  of  these  two 
great  nations.  But  1  believe  that  Britain  and  America 
are  forever  destined  to  be  brothers,  and  to  make  the 
Cross  of  Christ  the  redemptive  symbol  of  the  twentieth 
century. 

Rev.  CAREY   BONNER 

General  Secretary,  British  Sunday-School  Union 

One  strain  of  the  Church's  music  sings  itself  insist- 
ently within  me  as  I  view  this-great  and  representative 
avidience : 

"  Blest  —  blest  be  the  tie  that  binds 
Our  hearts  in  Christian  love." 

That  tie  is  closer  than  the  bonds  of  nationality;  more 
sacred  than  those  of  kinship.  Not  Canada,  not  America, 
not  Britain,  but  Calvary  is  our  fatherland.  We  have 
knelt  at  "  a  place  called  Golgotha,"  and  looked  there  upon 
One  of  whom  each  in  reverent  gratitude  says,  "  He 
loved  me  and  gave  Himself  for  me."  Moreover,  we 
have  heard  His  voice  saying,  "  Go,  make  disciples  of  all 
nations,  teaching  them  to  observe  all  things,  whatsoever 
I  have  commanded  you."  When  interpreting  some  of 
His  words  we  part  and  separate  into  different  camps,  but 
in  the  work  of  carrying  out  amongst  the  young  this  our 
Lord's  command, 

"  We  are  not  divided, 
All  one  body  we." 

Love  has  become  incarnate  in  obedience.  Ours  is  the 
holy  fellowship  of  service. 

Permit  me  to  add  a  few  sentences  concerning  that 
same  fellowship  of  service. 

There  is  a  simple  and  little  known  incident  bearing 
upon  our  work  and  illustrating  its  value.     The  incident 


132  The  Eleventh  International  Convention 

occxirred  in  the  life  of  that  beloved  and  noble  monarch, 
the  late  Queen  Victoria.  As  a  queen,  ever\'  Britisher 
held  her  in  loving  honor,  and  as  a  woman  we  revered 
her  as  we  revere  our  own  mothers.  She  had  visited 
one  of  the  great  provincial  cities  of  England  to  perform 
an  important  public  function,  and  a  large  choir  of  three 
or  foior  thousand  boys  and  girls  had  been  organized  to 
sing  a  song  of  welcome,  the  choir  being  gathered  to- 
gether on  a  big  wooden  platform  erected  for  the  occasion. 
The  next  morning  when  the  queen  had  finished  her 
journey  back  to  her  palace,  she  sent  a  telegraphic  mes- 
sage to  the  mayor  of  that  city.  It  had  no  reference 
to  the  civic  formalities,  but  came  straight  from  the 
great  mother-heart  of  \'ictoria.  It  ran,  "  The  Queen 
wishes  to  know  —  did  the  children  all  get  home  safely?  " 

No  more  momentous  question  can  be  asked  by  mon- 
arch, by  government,  or  by  nation.  "  Will  the  children 
reach  home  safely?  "  It  is  the  question  that  the  King 
of  kings  asks  each  one  of  us.  May  we  in  this  convention, 
and  after  it  by  lives  more  fully  dedicated  to  Him  and 
His  service,  give  our  unwavering  answer,  "  Lord,  as  far 
as  our  powers  and  our  faithfulness  are  used  by  thee,  we 
will  help  th}^  children  to  find  their  way  safely  home." 

So  great  do  we  believe  this  work  to  be  in  the  eyes  of 
our  Saviour- Lord,  so  vital  its  importance  to  the  well- 
being  of  a  nation,  that  we  taLe  to  ourselves  the  suggest- 
ive message  signaled  to  his  men  by  the  Japanese 
Admiral  Togo  on  the  morning  of  their  recent  decisive 
sea  battle.  We  give  to  the  words  a  deeper  and  a  larger 
meaning.  I^t  them  ring  out  in  the  soul  of  every  serv- 
ant of  Christ:  "  The  destiny  of  a  nation  depends  upon 
your  action  to-day;  therefore,  let  every  man  do  his 
utmost." 


Rcspo)!sh\'  Addresses  133 

E.  K.  WARREN 
President  of  the  World's  Fourth  Sunday-school  Convention 

A  VERY  pleasant  duty  and  privilege  comes  to  me  if  1 
could  only  feel  and  speak  for  my  fellow-delegates  to 
these  kind  friends  of  Toronto.  The  people  in  Toronto 
have  welcomed  us  most  royally  in  every  way  in  which 
any  one  can  possibly  be  welcomed.  They  have  wanted 
us;  they  had  us  here  twenty-four  years  ago,  and  they 
wanted  us  to  come  again.  They  gave  us  a  royal  wel- 
come then.  While  they  may  have  five  times  as  many 
inhabitants  to-day  as  they  had  twenty-four  years  ago, 
it  will  be  hard  for  them  to  give  us  five  times  as  royal  a 
welcome  as  then. 

I  somewhat  fear  that  some  may  feel  I  have  not 
had  the  right  kind  of  experience  to  express  for  you 
the  gladness  and  joy  that  we  have  in  being  present. 
I  certainly  have  in  some  respects.  My  father  was 
a  home  missionary  in  Michigan  nearly  fifty  years 
ago,  and  he  took  our  family  absolutely  into  the  woods. 
Father  made  nearly  all  the  furniture  that  we  had  in 
the  house.  I  did  not  know  how  good  it  was  then,  but 
it  was  first-class,  and  has  come  very  extensively  into 
style.  We  were  in  a  wooded  country,  and  the  first  thing 
we  needed  was  some  kind  of  table.  We  went  out  with 
father  into  the  deep  forest  close  by,  and  he  cut  down 
a  small  basswood  tree,  about  twelve  by  fifteen  inches 
in  diameter,  cut  oflf  two  sections  of  it  about  six  or  seven 
feet  long,  and  split  in  halves.  Don't  you  see,  that  gave 
a  board  or  plank  about  a  foot  wide,  flat  on  top  and 
round  underneath.  He  bored  holes  into  the  planks, 
and  put  in  legs  which  spread  out  on  the  floor,  and  those 
two  pieces  of  split  logs  together  formed  a  table,  and  it 
was  a  stylish  table,  an  extension  table,  with  extension 
legs  too. 

I  went  to  Sunday-school  at  once.  We  did  not  know 
very  much  about  some  things, — grading,  the  different 
departments  of  the  school,  or  the  young  men's  class,  etc. 
I  was  a  boy  twelve  or  fourteen  years  of  age,  very  quiet 


134  1'hc  Eleventh  International  Convention 

and  unassuming,  but  alwaj^s  unembarrassed,  you  know, 
and  the  class  of  young  men  I  belonged  to  consisted  of 
five  other  girls  and  myself. 

Now,  brethren  of  Toronto,  we  have  come  to  your  city 
and  we  are  glad  we  are  here.  We  are  being  welcomed 
the  second  time  to  Toronto.  No  city  in  the  United 
States,  no  other  city  in  North  America,  is  likely  to 
have  the  privilege  of  welcoming  this  convention  more 
than  twice  to  its  home. 

We  remember  when  we  were  here  before  that  you 
were  a  Sabbath-keeping  city.  Some  people  cannot 
understand  how  your  mother  country  has  had  such  a 
wonderful  history.  One  great  reason  for  it  I  believe  is 
that  from  time  immemorial  you  have  observed  God's 
Holy  Day.  We  who  come  as  delegates  are  from  all 
parts  of  this  great  land.  It  is  a  wonderful  bond  that 
brings  us  here.  We  come  representing  the  men  and 
women  of  to-morrow;  we  come  standing  for  the  things 
that  are  unseen.  We  believe  that  if  we  can  have  the 
boys  and  girls  now,  we  can  have  much  to  do  with  the 
generation   that  is  to  come. 

The  international  thought  is  grand ;  it  is  spreading ;  it 
is  world-wide.  Those  of  us  who  were  at  the  Jerusalem 
Convention  saw  it  extended  not  only  to  those  of  the 
same  blood  and  of  the  same  language,  but  to  various 
nations  of  the  world,  different  languages,  colors  and 
types  of  nationality. 

There  is  no  bond  but  this  of  the  Sunday-school  that 
can  bring  men  together  like  that.  One  of  the  features 
of  that  convention  was  that  from  the  little  company  of 
Samaritans  who  have  lived  in  ancient  Shechem.,  now 
known  as  Nablus,  nearly  two  thousand  years,  —  possibly 
more,  —  the  high  priest,  Jacob,  son  of  Aaron,  with  his  son 
and  several  delegates,  came  down  to  Jerusalem  to  wel- 
come the  Sunday-schools  of  the  world.  His  address  was 
written  in  Hebrew,  and  was  interpreted  to  that  great 
convention  that  had  met  in  the  name  of  Jesus  Christ  by 
a  converted   Jew.      One   of   the  brothers   in    giving  us 


Responsive  Addresses 


135 


welcome  said  there  were  no  mathematics  which  could 
compute  that  which  is  possible  to  the  Sunday-schools 
of  the  world  and  what  we  can  do.  Some  one  has  beau- 
tifully clothed  it: 

"  Only  a  thought,  but  the  good  it  wrought 
Can  never  by  tongue  or  pen  be  taught; 
For  it  ran  through  a  life  like  a  thread  of  gold, 
And  a  life  bore  fruit  a  hundredfold." 


H.  H.  BELL,  D.D. 

Pastor  First   United  Presbyterian  Church.  Sail  Francisco,  Cal. 

I  AM  glad  to  be  here,  and  to  re- 
^^tt^^  spond  to  these  hearty  welcomes  from 

^^^r  Canada.     I    am    glad    especially    to 

^^HHpjj^^  respond    to    the    Speaker    of    your 

^^^Mt^Bj  legislature.      I      wish     to     say,     Mr. 

^^^■2^^  Speaker   and    my   brother,    that    we 

^^^^^J^  are  one.      I  think  we  are  one  first  of 

all  in  lineage.  We  are  one  in  lan- 
guage ;  we  are  one  in  the  Lord  we 
serve ;  we  are  one  in  the  lesson  we 
H.  H.  Bell.  D.D.  study ;  we  are  one  in  the  Book  we  re- 
vere; we  are  one  in  the  purposes  we 
have  in  view;  we  shall  be  one  in  the  possibilities  for  the 
time  that  is  and  for  the  eternity  that  is  to  come.  I  am 
glad  to  be  here,  first  of  all,  because  of  the  Person  we  repre- 
sent. Let  us  keep  in  view  we  are  not  representing  things 
of  men,  or  great  propositions  of  men,  but  a  gre^it  Person 
who  sits  yonder  at  the  right  hand  of  the  everlasting 
throne. 

I  am  glad  to  be  here  because  of  the  Personality  we 
represent.  It  delights  our  International  President  to 
say  that  we  touch  the  heart  of  the  Church  of  Jesus  Christ 
to-day.  It  delights  me  also  to  say  that  we  represent 
not  only  the  most  splendid  constituency  in  Canada  and 
the  United  States  and  England,  —  not  to  forget  we 
represent  a  greater  constituency  in  the  eyes  of  those 


136  The  Elccenth  Iiitcrnational  Convention 

who  occupy  the  eternal  throne  indirectly,  the  hundreds 
and  thousands  whom  God  has  placed  us  in  organized 
position  to  reach  for  Christ  and  his  kingdom.  Mr. 
Herbert  Spencer  spoke  trtxth  when  he  said,  "  Yoti  can- 
not get  golden  conduct  out  of  leaden  instinct ;  you 
cannot  get  that  kind  of  conduct  for  the  nation ;  you 
cannot  get  it  for  the  impress  of  the  nations  that  are  lean- 
ing upon  it  for  inspiration  out  of  leaden  instinct ;  you 
can  only  get  it  out  of  Holy  Spirit  instinct,  and  that  we 
must  give  to  the  populations  about  us." 

I  am  glad  to  be  here  again,  because  of  the  purpose 
which  brings  us  together.  What  is  that,  in  a  word? 
That  we  may  put  the  Word  of  God  into  the  hands  and 
the  hearts  of  the  boys  and  girls  of  Canada  and  the 
United  States,  and  the  islands  of  the  sea,  and  Alaska 
j^onder  that  belongs  to  us.  Is  that  all?  No;  we  are 
past  that  day  in  organized  Sunday-school  work.  Our 
purpose  now  is  to  put  it  into  the  hands  and  hearts  as 
well  of  the  fathers  and  mothers,  3"Oung  men  and  young 
women,  and  the  little  child  just  ready  for  the  cradle  roll, 
and  of  the  old  man  and  old  woman.  That  is  the  ptupose 
that   gathers   us   together. 

The  church  of  the  future  walks  in  the  boys  and  girls 
of  the  present ;  then  how  needful  to  emphasize  organized 
Sunday-school  work!  If  the  statesmen  of  the  future,  if 
the  princes  of  commerce  and  trade,  are  in  the  boys  of  to- 
night, and  I  believe  they  are,  how  needful  to  emphasize 
the  organized  Sabbath-school  w^ork!  I  believe  that  the 
greatest  and  profoundest  obligation  resting  upon  Amer- 
ica, Canada  and  the  United  States,  is  to  teach  the  boys 
and  girls  the  principles  of  the  Word  of  God. 

One  thing  more.  I  am  glad  to  be  here  because  of  the 
possibilities  which  stretch  out  before  us.  They  are 
immense.  My  brother  has  said  you  cannot  calculate 
them  by  any  human  figures.  The  possibilities  of  the 
future  are  enough  to  inspire  us  to  the  most  wondrous 
and  most  splendid  efforts.  If  these  possibilities  are 
great,    correspondingly    great    must    be    the    effort,  or 


Res  po  us  he  Aiidresses  137 

correspondingly  great  must  be  the  sin  that  fails  to  make 
the  effort. 

While  I  am  speaking  there  is  streaming  through  the 
gateways  on  yon  Pacific  coast,  whether  at  the  great 
sound  on  the  north,  or  the  Golden  Gate  hard  by  my 
humble  home,  or  further  south,  the  rays  of  the  setting 
sun,  and  into  this  great  continent  through  those  gate- 
ways what  message  does  he  bring?  The  message  from 
the  islands  of  the  sea,  from  Japan,  from  Manchuria, 
from  China,  from  India:  "  We  trust  you  Americans;  we 
believe  in  you;  we  look  to  you  to  lift  before  us  the  light 
of  the  world."  Shall  we  meet  it?  You  say  it  is  impos- 
sible.    Well,  of  course,  in  our  own  strength  it  is. 

When  some  of  us  were  in  Rome  we  went  into  that  old 
palace  which  has  the  beautiful  pictxire  in  it  called  "  The 
Aurora."  It  is  on  a  ceiling  higher  than  this.  The  paint- 
ing is  superb ;  the  colorings  are  matchless.  You  go  in 
to  look  at  it,  and  you  look  until  you  are  weary  and  you 
turn  and  say,  "  I  have  not  seen  it."  But  right  in  front 
of  you  is  a  great  mirror,  an  inferior  thing  in  an  inferior 
case.  You  sit  there  and  look  into  that  mirror,  and  look, 
and  look,  until  you  are  thrilled  with  the  sight.  What 
does  the  mirror  for  the  picture  ?  Simply  reflects  it  —  but 
it  gives  it  to  the  traveler.  We  are  weak  in  our  own 
strength,  but  put  these  bodies  of  ours  where  Christ  on 
the  throne  can  simply  shine  on  them,  and  then  lift  them 
through  organized  Sabbath-school  work  for  the  reflec- 
tion of  Him  upon  the  world,  and  wait  until  the  counting 
is  done  in  his  presence  to  hear  the  record  of  the  results. 


138  Soiuc  Relationships  of  the  Smiday-school 

An   Historic  View  of   the   Sunday-school 

Prof.  GEO.  W.  RICHARDS,  D.D. 

Rcfi'ni!c<!   Theological  Seminary,   Lancaster,   Pa. 

The  Sunday-school  is  based  on 
the  educational  function  of  the 
church  and  the  pedagogical  laws 
of  the  human  mind.  One  of  the 
primary  functions  of  the  Church  is 
that  of  teaching.  Successful  reli- 
gious education  must  conform  to 
pedagogical  laws. 

That  method  which  is  most  effect- 
ive for  the  teaching  of  English  or 
G.  w.  Richards,  D.D.  American  literature  is  most  desir- 
able for  teaching  Hebrew  literature. 
Doubtless  the  most  effective  method  of  instruction  is 
that  of  the  school  grouped  in  classes  led  by  a  teacher 
using  the  catechetical  or  interlocutory  method.  This 
method  has  stood  the  test  for  ages  in  the  schools  of  the 
nations,  and  for  the  training  of  youth  will  probably 
never  be  sujDerseded.  The  instruction  of  passive  hearers 
by  a  teacher's  continuous  discourse  Dr.  Trumbull  calls 
"  a  later  seduction  of  the  adversary."  The  interlocu- 
tory system  applied  in  Bible  teaching  results  in  some 
form  of  the  Sunday-school. 

If  it  is  true  that  religious  education  is  a  necessary 
consequence  of  revelation,  and  that  the  mind  of  man 
naturally  inclines  to  the  catechetical  method,  we  should 
expect  to  find  the  Sunday-school  idea  in  the  earliest 
stages  of  revealed  religion.  The  facts  of  history  con- 
firm the  expectation. 

Exhortations  like  the  following  are  reiterated  in  the 
Old  Testament:  "  And  these  words,  which  I  command 
thee  this  day,  shall  be  upon  thine  heart:  and  thou 
shalt  teach  them  diligently  unto  thy  children  "  (Deut. 
6:  6,  7).  The  Hebrews  obeyed  this  command  not  only 
in   the   home,    but   by   systematic    instrv;ction   through 


.1;/  Historic  View  of  the  Sunday-school  139 

a{)])ointe(l  teachers.  In  the  reign  of  Jeh()shai)hat,  the 
princes,  Levites  and  priests  "  went  about  throughout  all 
the  cities  of  Judah,  and  taught  among  the  people  "  (2 
Chron.  17:7-9).  After  the  return  from  the  exile  the 
people  were  taught  in  the  law  under  the  leadership  of 
Ezra.  "  They  read  in  the  book,  in  the  law  of  God,  dis- 
tinctly; and  they  gave  the  sense,  so  that  they  understood 
the  reading  "  (Neh.  8:  1-8).  Both  Josephus  and  Philo 
speak  of  the  schools  connected  with  the  synagogues 
about  the  time  of  Christ.  The  latter  calls  them  "  houses 
of  instruction,"  and  says  the  Jewish  youth  were  taught 
so  thoroughly  by  tutors  and  teachers  that  they  "  bore  the 
image  of  the  law  in  their  souls."  It  is  said  there  were 
four  hundred  and  sixty  such  schools  in  Jerusalem  alone. 

Jesvis  did  not  destroy  but  adopted  the  school  for  the 
spread  of  the  gospel.  "  He  went  about  teaching  in 
their  synagogues,  and  preaching  the  gospel  of  the  king- 
dom "  (Matt.  4:  23).  The  apostles  after  Pentecost 
"  ceased  not  to  teach  and  to  preach  Jesus  as  the  Christ  " 
(Acts  5:42).  Paul  abode  in  his  own  hired  house  at 
Rome,  "  i)reaching  the  kingdom  of  God,  and  teaching 
the  things  concerning  the  Lord  Jesus  Christ  with  all 
boldness  "  (Acts  28:  31). 

In  the  ancient  church  catechetical  schools  for  the 
training  of  the  young  were  connected  with  the  local 
congregations.  In  the  larger  cities  there  were  schools 
for  advanced  theological  instruction.  In  most,  if  not 
in  all,  of  these  schools  the  Socratic  method  of  teaching 
was  used.  Celsus,  the  first  and  perha]js  the  keenest 
literary  oj^ponent  of  Christianity,  paid  an  involuntary 
tribute  to  the  educational  methods  of  the  Christians 
in  the  second  century,  when  he  charged  them  with 
getting  hold  of  the  children  in  the  homes  and  schocjls, 
and  influencing  them  by  conversation  without  the 
knowledge  of  their  parents.  The  most  fatal  blow 
struck  at  the  church  by  the  Emperor  Julian  was  the 
taking  of  the  schcjols  from  its  care  and  giving  them  to 
the  state,  ])n>hibiting  Christian  teachers. 


I40  Some  Relationships  of  the  Sunday-school 

The  Middle  Ages  became  dark  ages  when  the  schools 
of  the  church  declined.  The  priest  took  the  place  of 
the  teacher,  the  altar  of  the  pulpit,  the  liturgy  of  the 
Bible.  Where  teaching  of  the  Word  continued  or  was 
revived,  there  the  Christian  virtues  bloomed.  Witness 
the  Waldenses,  the  Wyclifites,  the  Hussites  and  the 
Brethren  of  the  Common  Life. 

The  reformers  saw  that  their  work  would  become 
permanent  only  by  the  education  of  the  people.  Luther 
said:  "  God  maintains  the  church  through  the  schools." 
Catechisms  and  religious  handbooks  for  teachers  and 
parents  were  prepared  by  Zwingli,  Luther  and  Calvin. 
Protestantism  and  popular  education  stand  and  fall 
together.  The  Roman  Catholics  detected  the  secret 
of  Protestant  success  and  adopted  it.  In  the  cate- 
chism of  the  Council  of  Trent  we  are  told:  "  The  heretics 
have  chiefly  made  tise  of  the  catechism  to  corrupt  the 
minds  of  Christians."  Francis  Xavier  went  through 
the  streets  of  Genoa  ringing  a  bell  and  crying  to  parents 
to  send  their  children  to  be  taught  in  religion.  Borromeo 
devoted  his  life  to  teaching  children  in  Milan.  At  his 
death,  in  1854,  he  left  743  Sunday-schools,  3,000 
teachers  and  40,000  scholars. 

The  religious  revivals  in  the  eighteenth  and  nine- 
teenth centuries  became  effective  through  organized 
religious  teaching.  The  "  churchlets  in  the  Church  " 
arose  under  the  pastorates  of  Spener  and  Franke,  the 
leaders  of  German  pietism.  In  these  gatherings  bib- 
lical subjects  were  discussed  and  the  members  edified 
one  another.  Zinzendorf  organized  his  followers  into 
bands  of  not  fewer  than  five  and  not  more  than  ten,  who 
were  under  the  care  of  a  leader  or  teacher.  Through 
Bishop  Boehler  in  London  and  by  a  personal  visit  to 
Herrnhut  in  Germany,  Wesley  became  acquainted 
with  the  Moravian  system,  and  adopted  it  in  the  form 
of  the  class-meeting  of  Methodism.  Lecky  said  of 
the  Wesleyan  movement:  "  The  Methodists  appear  to 
have  preached  especially  to  children." 


7 

An  PJistoHeA^ietffof  the  Sunday- schiwl  141 


■SlTY 


The  educational  idea  of  the  chvirch  took  the  distinct- 
ively modern  Sunday-school  form  under  the  leadership 
of  Robert  Raikes  in  1780,  at  Gloucester,  England. 
After  a  three  years'  experiment  in  teaching  the  neglected 
children  of  the  factory  districts,  he  jiublished  the  results 
of  his  work.  The  fullness  of  time  for  the  Sunday-school 
had  come.  Raikes'  plan  was  taken  up  and  put  into 
practice  throughout  the  United  Kingdom  within  a 
decade.  Before  the  nineteenth  century  opened  the 
seed  was  borne  across  the  sea  and  struck  root  in  differ- 
ent sections  of  the  United  States.  The  Sunday-school 
rapidly  passed  from  the  stage  of  the  ragged  school  to 
that  of  the  children's  school,  and  from  the  children's 
school  to  that  of  the  Bible  school  for  young  and  old. 

The  Sunday-school  rediscovered  the  child.  The 
ancient  prophet  saw  him  in  vision  when  he  said,  "  A 
little  child  shall  lead  them."  The  Christ  revealed  him, 
saying,  "  Of  such  is  the  kingdom  of  Heaven."  The 
Church  was  intrusted  with  him  in  the  command,  "  Feed 
my  lambs."  For  centuries  the  child  was  lost  and 
forgotten  in  church  and  state.  He  found  no  place  in 
literature  and  art.  Even  the  statesman  and  teacher 
were  not  in  sympathy  with  him.  But  the  religious 
capacities  of  children  were  underestimated  until  they 
were  revealed  in  the  Sunday-school.  Less  than  a 
century  ago  President  Wayland,  in  a  sermon  before  the 
American  Sunday-school  Union,  expressed  his  surprise 
at  the  understanding  of  religious  matters  which  was 
shown  by  children  in  the  primary  class.  One  of  the 
religious  magazines  of  1829  seriously  discussed  the 
question,  "  Can  children  reason?  "  On  the  basis  of 
answers  given  to  a  series  of  questions  by  children  from 
nine  to  twelve  years,  it  was  solemnly  decided  that  they 
can  think  for  themselves.  The  primary  teachers  of 
the  Sunday-schools  can  answer  that  question  to-day 
without  hesitation. 

With  the  recognition  of  the  child's  m.ental  and  spirit- 
ual capacity,  provision  was  made  for  juvenile  literature. 


142  Some  Relationships  of  the  Sunday-school 

Albert  Barnes  said  he  could  have  bought  all  the 
children's  literature  in  his  boyhood  for  less  than  the 
cost  of  Franklin's  whistle.  He  was  bom  at  the  close  of 
the  eighteenth  century.  Now  there  are  tens  of  thou- 
sands of  libraries  containing  millions  of  books  in  the 
Sunday-schools  of  the  world.  Most  of  us  may  have 
caught  the  first  glimpse  of  a  library  in  the  little  enclosure 
in  a  comer  of  a  Sunday-school  room. 

The  objection  raised  that  the  Sunday-school  lessens 
the  sense  of  parental  responsibilit}'  and  interferes  \^ith 
family  religion  is  contradicted  by  a  century's  experi- 
ence. The  interest  of  parents  in  the  religious  welfare  of 
their  children,  Bible  reading  and  teaching  in  the  home, 
and  family  prayer  have  increased  in  those  sections  where 
the  Sunday-school  is  most  prosperous.  Its  reflex  action 
is  perceptibly  felt  in  the  homes  of  the  nations.  It  has 
strengthened  congregations  both  by  increasing  mem- 
bership and  by  creating  an  intelligent  appreciation  of 
the  expositions  of  Scripture. 

As  a  missionary  agency  it  is  unexcelled.  The  Sunday- 
school  is  the  forerunner  of  the  congregation.  In  the 
West  and  South,  in  the  new  sections  of  cities,  small 
bands  of  teachers  and  scholars  have  been  the  nuclei  of 
large  congregations.  The  celebrated  missionary  of 
the  American  Sunday-School  Union,  Stephen  Paxson, 
organized  more  than  1,200  Sunday-schools,  with  a 
membership  of  60,000  scholars  and  teachers.  Scores 
of  churches  grew  out  of  these  Sunda3^-schools. 

It  has  introduced  method  and  system  into  the  study 
of  the  Bible.  Criticise  the  International  System,  if  you 
please,  it  is  still  better  than  anything  that  preceded  it. 
We  have  not  yet  reached  finality.  We  are  still  in  the 
process  of  working  out  more  completely  the  Sunday- 
school  ideals.  Innumerable  helps  for  Bible  study  have 
been  produced  through  the  Sunday-school.  Univer- 
sit}'  professors  and  college  presidents  expound  the  lesson 
weekly.  Even  the  secular  press  prints  expositions  of 
the  lesson  for  the  coming  Sunday. 


.1;;  Historic  I'/tii-  of  llic  Siin Jay-school  143 

The  Sunday-school  has  made  room  for  the  la}-man, 
and  affords  opportunity  for  the  exercise  of    his   gifts. 

We  may  even  pass  beyond  the  Church,  and  trace  the 
influence  of  the  Sunday-school  in  the  social  and  political 
order.  It  is  acknowledged  by  historians  that  it  prompted 
and  promoted  public-school  education  in  England. 
Penny  postage  in  Great  Britain  was  advocated  with  a 
view  to  its  bearing  on  correspondence  between  teachers 
and  scholars  in  the  Sunday-schools.  The  British  and 
Foreign  Bible  Society  was  organized  to  meet  a  demand 
for  Bibles,  which  came  from  those  who  were  taught  to 
use  them  in  the  Sunday-schools.  The  Religious  Tract 
Society  of  London  was  started  to  furnish  good  reading 
for  those  who  received  a  taste  for  it  in  the  Sunday- 
schools.  John  Bright  said,  "  I  believe  that  there  is  no 
field  of  labor,  no  field  of  Christian  benevolence,  which 
has  yielded  a  greater  harvest  to  our  national  interests 
and  national  character  than  the  great  institution  of 
the  Sunday-school." 

We  have  passed  through  another  commencement 
season.  From  the  halls  of  young  academies  and  ancient 
universities  thousands  of  graduates  have  gone  forth. 
These  institutions,  with  just  pride,  glory  in  the  part 
they  take  in  the  making  of  manhood  and  womanhood, 
of  civil  and  religious  institutions.  They  celebrate  the 
praises  of  their  alumni  whose  fame  has  miade  their  alma 
mater  illustrious. 

There  is  a  modest  school  which  has  no  commence- 
ments. Its  faculty  has  no  titles.  Its  pupils  have  no 
renown.  Sometimes  it  is  despised  and  rejected  of  men. 
Yet  in  the  members,  the  quality  and  influence  of  its 
alumni,  coextensive  with  the  globe,  it  yields  the  palm 
to  none.  When  the  Book  of  Life  is  read,  when  the 
mysterious  forces  that  make  for  character  are  revealed, 
when  the  quiet  influence  of  personality  is  discerned, 
then  we  shall  do  homage  not  to  the  classic  halls  of  the 
university,  not  to  the  schoolhouse  on  the  hill,  but  to  the 
little  Siinday-school  around  the  comer. 


144 


Some  Relationships  of  the  Sunday-school 


The  Relation  of  the  Religious  and  Secular  Press 
to  the  Sunday-school 


Editor 


LEVI    GILBERT,  D.D. 

The  Western  Christian  Advocate  " 


Levi  Gilbert,  D.D. 


Few  of  us  adequately  realize  the 
stupendous  potency  of  the  types, 
the  incalculable  influence  of  the 
public  press  in  creating  sentiment, 
in  molding  and  directing  public 
opinion,  in  manufacturing  convic- 
tions over  continent-wide  areas,  so 
that  multitudes  of  people  every- 
where are  getting  to  think  about  the 
same  thing  at  the  same  time.  With 
this  great  force  it  behooves  us  to 
see  that  our  Sunday-school  cause 
is  rightly  allied. 

Let  it  be  freely  and  graciously  acknowledged,  on 
behalf  of  the  best  papers  of  our  land,  that  they  do 
give  much  representation  both  to  Sunday-schools  and 
to  other  religious  objects,  that  they  give  expositions 
of  the  Sunday-school  lesson  each  week,  and  that  they 
practically  propose,  as  they  best  can,  to  report  the  pro- 
ceedings of  such  conventions  as  this.  But  this  cannot 
be  said  of  all  papers.  Does  it  not  come  among  us  as 
a  painful  reflection  and  also  as  something  of  a  mys- 
terious enigma,  why  it  is  that  the  papers  find  such  large 
space  for  sporting  news  and  fashion  news,  and  such  little 
space,  apparently,  for  things  religious?  When  we  con- 
sider that  religious  people  to-day  form  two  thirds  of 
the  community  everywhere,  and  the  churches  are  great 
social  centers,  and  the  questions  of  religion  are  the  most 
important  which  can  enter  into  any  human  considera- 
tion or  into  our  lives,  is  it  not  remarkable  that  there  is 
so  little  said  about  it?  Should  not  the  motto  of  every 
editor  of  any  and  every  secular  paper  be,  "  The  best 
facts,  the  best  things,  in  the  best  way  "?     And   should 


Kclatioii  of  till'  Press  Ic  the  SiinJay-scliocil  145 

they  not  pay  proportionate  attention  to  civil  life  and 
educational  science  and  religion  as  well  as  the  things 
which  are  ephemeral  and  of  merely  passing  note? 

I'he  secular  editor  ought  to  see  the  necessity  of  fre- 
quently referring  to  the  great  work  of  the  Sunday-school 
and  of  religion  in  general,  for  the  sake  of  balancing  up 
in  the  character-building  of  our  youth  a  moral  stamina 
as  against  the  perhaps  too  great  intellectual  ism.  They 
ought  to  see  that  the  danger  of  our  times  is  not  that  our 
youth  should  not  be  smart,  but  that  they  should  not  be 
good.  With  thirty  hours  a  week  in  mathematics  and 
history,  and,  perhaps,  a  brief  half  hour  in  Sunday- 
school  for  moral  instruction,  'how  shall  we  expect  truly 
balanced  character?  We  want  that  our  youth  should 
know  how  to  balance  up  their  bank  accounts;  but  we 
want  to  have  them  do  it  without  putting  a  cool  thousand 
in  their  pockets.  AVe  want  them  to  know  something 
about  geography,  but  something  more  than  the  shortest 
route  to  Canada.  We  want  them  to  know  something 
about  the  manufacture  of  chemicals,  but  will  excuse  them 
from  doing  this  for  anarchistic  purposes  in  the  manufac- 
ture of  dynamite. 

We  want  them  to  know  that  the  Ten  Commandments 
are  quite  as  important  as  the  ten  digits,  and  the  forma- 
tion of  character  as  the  formation  of  characters;  that 
purity  is  as  much  as  physics,  and  manners  as  mathe- 
matics, and  honor  as  grades  in  history.  We  want  them 
to  feel  that  a  lie  is  worse  than  Latin  misconstrued,  and 
bad  associations  worse  than  bad  English,  and  man- 
slaughter a  little  worse  than  murdering  the  king's  Eng- 
lish. We  want  them  to  be  convinced  that  there  are  some 
things  pure  beside  right  angles,  and  some  things  vulgar 
besides  vulgar  fractions.  We  plead,  then,  for  the  Sun- 
day-school ;  and  every  editor  ought  to  plead  for  the 
Sunday-school  and  for  religious  instruction,  as  a  necessary 
counterpart  to  the  intellectual  ism  of  the  day  schools. 

The  secular  editor  ought  to  impress  upon  his  readers 
the  necessity  for  larger  familiarity  upon  the  part  of  our 


146  Some  Relationships  of  the  Sunday-school 

youth  with  our  English  Bible.  Notwithstanding  all 
that  is  done  in  the  Sunday-school  itself  and  in  the 
church,  facts  come  to  us  which  prove  the  lamentable 
ignorance,  even  of  those  in  the  colleges,  of  the  old  classic 
stories  in  the  book  upon  which  our  literature  is  founded, 
and  our  civilization,  our  art,  our  poetry,  our  song,  and 
all  that  is  highest  and  best. 

This  has  a  serious  aspect,  when  we  think  of  a  gen- 
eration growing  up  in  such  ignorance  of  this  book. 
It  seems  to  me  that  our  newspapers  might  well  call 
the  attention  of  the  public  to  that  fact.  The  editors 
of  our  times  might  well  show  the  necessity  of  the 
education  of  the  Sunday-school  in  regard  to  citizenship. 
When  we  think  of  the  youth  who  so  soon  shall  be  the 
practical  rulers  of  our  land  and  bear  the  burdens  of 
sovereignty,  is  it  not  a  necessity  that  the}^  should  take 
that  serious  sense  of  obligation  upon  them  in  the  fear  of 
God  ?  When  we  think  of  those  who  are  ruling  us  to-day 
in  demagoguery,  of  the  chicanery  and  paltering  of  our 
times,  of  the  scandalous  revelations  which  have  shocked 
us  across  the  border,  when  we  see 

"Men  loud  against  all  forms  of  power. 

Unfurnished  brows,  tempestuous  tongues, 
Expecting  all  things  in  an  hour. 

Brass  mouths  and  iron  tongues,"  — 

when  we  see  these  things,  then  it  is  that  we  see  that  out 
of  our  Sunday-schools  there  should  come  the  young  men 
of  conscientious  hearts  and  lives  of  probity  and  of  devo- 
tion, both  to  God  and  to  country,  who,  kneeling  at  the 
altars  of  the  state,  shall  consecrate  themselves  for  high- 
est service  to  their  time. 

It  seems  to  me  that  the  secular  editor  has  not  meas- 
ured the  size  of  the  Sunday-school  problem.  If  you  read 
the  proceedings  of  the  Religious  Educational  Associa- 
tion, you  find  that  the  Sunday-school  cause  goes  out 
not  only  into  the  home,  but  into  correspondence  courses 
and  summer  assemblies,  and  music  and  art  and  litera- 
ture ;  it  is  interwedged  and  interlocked  with  all  the  great 


Relation  of  ilic  Press  io  the  Sunday-school  147 

sources  of  humanity;  and  so  it  is  well  worth  the  sym- 
pathy and  attentive  consideration  of  the  publishers  of 
our  land. 

I  turn  to  the  function  of  the  religious  journalist,  as  I 
see  it.  I  think  that  the  editor  will  have  to  be  continually 
stirring  up  himself,  and  keeping  at  it,  in  order  to  see  the 
real  dimensions  of  this  great  cause.  Of  course  the 
editor  of  a  family  journal  cannot  make  it  such  a  paper 
as  the  Sunday  School  Times,  but  he  must  never  lose 
sight  of  the  fact  that  this  is  one  of  the  greatest  things 
which  is  laid  upon  him  to  give  to  his  people.  The  temp- 
tation to  the  editor  may  be,  for  instance,  if  he  has  been 
a  preacher  or  a  theologian,  to  let  the  Sunday-school  drop 
out  of  his  thought  and  attention.  He  may  be  discuss- 
ing ponderous  theological  problems  all  the  time,  and 
letting  the  child  and  the  childlike  go  by.  It  is  necessary 
that  he  should  make  a  department  for  the  Sunday-school 
cause  in  his  own  paper,  and  keep  himself  informed  of 
the  progress  of  that  cause ;  that  he  should  keep  in  touch 
always  with  its  most  progressive  editors,  and  with  the 
plans  and  devices  which  have  worked  well  everywhere, 
and  get  expert  writers  to  heljj  mark  these,  and  to  con- 
tribute that  which  shall  appear  editorially;  and,  per- 
haps, to  have  some  one  on  his  staflf  who  shall  be  an 
expert  editor  in  that  direction  and  contribtite  to  his 
columns  the  very  best  that  can  be  given.  And  not 
only  can  he  speak  upon  Sunday-school  architecture  and 
hygiene  and  the  like,  but  he  should  emphasize  a  better 
grade  of  Sunday-school  music.  The  Sunday-school  music 
of  to-day  is  so  deplorable  in  many  respects  that  it  is 
almost  enough  to  make  the  angels  weep.  It  is  a  pity  of 
pities  that  our  children  are  growing  up  in  almost  absolute 
ignorance  of  the  worthy  and  stimulating  and  majestic 
hvmnody  of  the  fathers;  and  that  in  its  stead  is  sub- 
stituted doggerel  verse,  and  worse  than  slushy  and 
ephemeral  tunes. 

I  believe  that  the  editor  can,  in  his  function  of  auto- 
crat, stir  up  the  general  public  to  the  necessity  of  their 


148  Sonic  Rclatiouships  of  the  Sunday-school 

sympathy  with  the  Sunday-school  cause.  I  refer  to 
the  public  within  our  churches.  I  was  a  pastor  twenty- 
five  years  before  taking  up  the  editorial  pen,  and  my 
heart  was  grieved  again  and  again  to  see  the  almost 
absolute  indifference  of  Christian  people  to  the  Sunday- 
school.  Whenever  there  was  a  Sunda3^-school  conven- 
tion, these  people  were  conspicuous  by  their  absence. 
I  have  known  many  a  man  and  women  who  never  came 
into  the  Stinday-school  room,  and  did  not  know  what 
was  the  name  of  the  Sunday-school  teacher  of  their 
children.  They  were  committing  their  children,  for  the 
molding  of  their  characters,  to  absolute  strangers, 
about  whom  they  knew  nothing.  The  papers,  and  all 
Christians  everywhere,  should,  in  the  name  of  God,  try 
to  rectify  this  indifference,  and  bring  these  people  to  a 
better  mind. 

The  pastors  themselves  can  be  stirred  up  by  the  reli- 
gious newspapers.  The  pastor  must  be  reminded  that  he 
has  no  larger  and  more  hopeful  field  for  his  activities 
than  the  Sunday-school,  that  here  is  the  open  door, 
and  a  harvest  for  his  immediate  harvesting,  and  fruit 
for  his  grasping.  And  by  the  forming  of  catechetical 
and  instructional  classes,  by  wise  and  sympathetic 
touch  with  his  Sunday-school,  by  always  being  in  the 
Sunday-school,  whether  as  teacher  or  as  circulating 
about  from  class  to  class  and  encouraging  all  in  the 
school,  keeping  his  hand  upon  all  departments,  he  will 
gain  more  than  by  any  other  equal  output  of  mind  and 
heart.  The  pastor  must  feel,  too,  that  the  great  business 
of  the  Sunday-school  is  not  simply  to  give  something 
about  the  dates  of  kings  and  the  geography  of  the  Hoh' 
Land,  but  the  great  business  of  the  Sunday-school  is 
the  making  of  holy  character;  and  he  is  to  see  that 
the  Sunday-school  is  not  sidetracked  from  that  main 
purpose. 

He  is  to  have  his  mind  informed  and  be  in  sympathy 
with  the  great  development  of  Bible  study  to-day  in 
Bible  classes  everywhere.     And  the  religious  paper  can, 


Rrlaiiou  of  the  Press  to  the  Sunday-school  149 

both  for  him  and  the  laity  too,  show,  perhaps,  that  the 
various  schools  of  religious  interpretation  are  not  so 
far  apart  as  sometimes  they  seem.  And  they  can  quiet 
the  alarm  which  is  very  frequently  manifest,  as  if  the 
foundations  of  religion  were  going  out. 

The  religious  editors  can  show  that  the  Bible  is  not 
a  book  of  geology  or  of  chronology  or  of  antiquities  or 
of  religious  literature,  but  a  book  of  spirit;  that  God 
ofifers  us  salvation,  and  that  he  who  would  be  a  man  of 
God  may  be  completely  furnished  unto  all  good  works. 
There  is  the  great  thing  about  the  Scriptures;  that  is 
the  great  purpose  and  function  of  them.  And  I  believe 
that,  to  the  teaching  force,  for  the  constituency  of  the 
Sunday-school  itself,  the  religious  newspaper  can  come 
with  something  which  shall  be  very  helpful.  It  can 
encourage  all  to  regard  the  school  as  a  school,  and  not 
simply  as  a  social  meeting-place  for  an  hour.  It  can 
come  to  them  and  brace  them  up  along  the  line  of  their 
studies  and  other  forms  of  training.  It  can  come  to  the 
children  themselves,  for  instance,  and  encourage  them, 
in  the  lack  of  such  forces  as  we  can  exert  in  the  public 
schools  by  the  state  behind  us. 

We  can  appeal  to  chivalry  and  win  yovmg  people  in 
our  schools  to  raise  the  standard  of  the  school  up  so  as 
to  have  the  esprit  de  corps  of  the  very  finest  and  best. 
We  can  appeal  to  the  teachers  to  prepare  themselves  by 
reading  the  very  best  books.  We  can  encourage  the 
teachers  to  move  themselves  along  the  most  modem 
pedagogical  lines.  And  at  the  same  time  that  we  stand 
by  what  has  been  and  what  is  in  the  present  Sunday- 
school  teaching  (let  me  speak  no  word  but  of  honor 
and  appreciation  for  those  who  are  doing  such  devoted 
work  in  our  Sunday-schools  I)  we  can  say,  ' '  Yes,  you  have 
done  well,  but  there  is  better  yet  before  j^ou."  And  at 
the  same  time  that  we  honor  the  International  Lesson 
System  for  what  it  has  done  and  is  doing  in  unifying 
Christendom,  we  can  say,  "  AVhere  that  was  good  in 
the  past,  we  see  an  even  better  system  before  us.  '      It 


150  Some  Relationships  of  the  Sunday-school 

needs  expansion  and  development ;  and  to-day,  by  the 
action  of  this  assenlbl3^  we  are  taking  a  step  in  advance. 
And  God  is  always  calling  us  forward  into  larger  life  for 
the  sake  of  his  kingdom  and  his  cause. 

And,  finally,  we  must  go  into  the  home  and  show  how 
the  home  is  correlated  with  the  Sunday-school  and  the 
church,  and  the  fallacy  and  heresy  of  having  parents 
throw  all  the  responsibility  of  their  children  over  on 
the  public-school  teacher  and  the  Sunday-school  teacher. 
Institutionalism  is  an  awful  heresy.  The  father  and 
mother  must  cooperate  with  the  church  and  public 
school  in  building  up  a  religious  character  for  children, 
in  telling  the  Bible  themselves,  in  having  family  worship, 
in  making  the  old  book  a  familiar  book,  in  filling  out  and 
making  characters.  And  by  and  b}^  home  and  church 
and  public  school  and  Sunday-school  cooperating,  the 
old  world  will  be  redeemed. 

"  'Tis  coming  up  the  steeps  of  time, 

And  this  old  world  is  growing  brighter ; 
"We  cannot  see  its  dawn  sublime. 

But  high  hopes  make  the  heart  throb  lighter. 
Our  bones  may  molder  in  the  ground, 

When  time  shall  wake  the  world  with  wonder; 
But  we  have  felt  it  gathering  round. 

We  have  heard  its  peals  of  distant  thunders. 
'Tis  coming;  yes,  'tis  coming." 


Our  Debt  to  the  Old  Guard  151 


Our  Debt  to  the  Old  Guard 

HENRY  C.  McCOOK,  D.D.,  Sc.D.,  LL.D. 

Pastor  Emeritus  Tabernacle    Presbyterian  Church,  Philadelphia ;    President 
American  Presbyterian  Historical  Society 

My  address  is  a  plea  to  the  "  living 
])resent  "  for  just  remembrance  of 
the  undying  past.  It  is  permitted 
me  to  stand  for  a  brief  space  amid 
this  marvelous  scene  of  life  and 
enthusiasm,  and  turn  back  the  for- 
ward rush  of  thought  to  those  who 
have  made  the  scene  possible,  — 
The  Old  Guard  of  Organized 
Sunday-school  Work. 
H.  C.  McCooK,  D.D.  We  may  gauge  the  character  and 
work  of  the  Sunday-school  pioneers 
by  the  progress  which  the  cause  has  made.  Stand  by 
the  vast  wheatfields  of  the  Northwest,  ripening  under 
the  June  sun.  What  a  vision  of  prosperity ;  what  hope 
of  the  nearby  harvest!  But  one's  thought  may  voyage 
back  over  that  sea  of  golden  grain  to  the  springtime. 
There  were  good  plowing  and  good  sowing  and  faithful 
culture  as  well  as  good  seed  and  good  soil!  You  to-day 
are  rejoicing  in  the  harvest  of  twenty  million  Sunday- 
school  scholars  and  workers,  and  in  the  promise  of  yet 
wider  fields  and  fuller  spiritual  harvests.  But  through 
the  vista  of  thirty,  forty,  fifty  years  you  may  see  the 
I)ioneers  of  this  cause  and  convention  penetrating  the 
wilderness,  breaking  ujj  the  soil,  scattering  the  precious 
seed.  And  all  that  meant  wise  planning,  thoughtful, 
far-seeing  methods,  patience,  zeal,  skill,  as  well  as  hard 
work.  Such  fruitage  and  such  ingatherings  never  come 
by  chance. 

One  of  the  most  interesting  and  significant  features 
of  this  convention  is  the  exposition  of  Sunday-school 
equipments  gathered  under  the  directorship  of  Dr. 
Blackall.     It   is  a  rare  objective  presentation  of  that 


152  Sotnc  Relationships  of  the  Sunday-school 

wealth  of  love,  taste,  skill,  ingenuity  and  money  that 
is  lavished  upon  the  religious  training  of  young  people. 
Books,  charts,  cards,  pictures,  magazines,  papers,  lesson 
leaflets,  maps,  blackboards.  Bibles  and  sundry  miscel- 
lanies show,  in  an  impressive  object  lesson,  what  modern 
Sunday-school  workers  are  doing  and  whither  their 
thoughts  and  purposes  tend. 

Stretched  along  one  wall  is  the  historical  collection  of 
the  "  American  Sunday-School  Union,"  the  noble 
mother  of  organized  work  for  child-saving  in  Atnerica. 
You  will  follow  Dr.  Rice  from  case  to  case,  and  irom 
object  to  object,  the  gradual  development  throughout 
the  nineteenth  century  of  Sunday-school  methods  and 
equipments. 

You  will  perceive  that  these  historic  remainders  of 
that  early  day  and  work  are  reminders  that  the  Old 
Guard  were  broad-minded  and  farseeing  men  and 
women.  Already  they  had  grasped  the  truths  that  lie 
at  the  core  of  real  progress  and  reform.  They  had 
measured  the  immensity  of  their  work,  and  its  vital 
importance  to  'the  establishment  of  religion  and  of 
national  prosperity,  and  they  had  formed  a  just  con- 
ception of  the  best  methods  of  success. 

We  have  far  advanced  beyond  the  lines  then  occu- 
pied. As  with  other  things,  Sunday-school  ideas  and 
methods  have  undergone  evolution ;  and  modern 
workers  have  improved  upon  the  Old  Guard,  as,  indeed, 
survivors  of  the  Old  Guard  have  improved  upon  them- 
selves. Perhaps  in  some  things  the  pendulum  has 
swung  too  far  to  the  opposite  end  of  the  arc,  as  in  regard 
to  memorizing  Scripture  and  the  teaching  of  a  catechism 
that  may  give  our  youth  the  mastery  of  an  intelligent 
system  of  Christian  doctrine. 

But  the  pioneers  had  in  them  the  root  of  the  matter. 
They  were  strong,  wise  and  earnest  men  and  women. 
They  were  possessed  by  that  zeal  and  enthusiasm 
which  mark  those  who  have  been  seized  by  great  truths 
and  principles.      They  were  genuine  enthusiasts, — "in 


Our  Debt  to  the  Old  Guard  153 

Godists,"  as  the  derivative  {en  iheos)  implies.  They 
were  idealists;  if  you  please,  dreamers.  But  dreamers 
like  the  youthful  Joseph,  whose  visions  at  Hebron, 
impossible  as  they  seemed  to  his  unsympathetic  and 
unseeing  kindred,  were  all  to  be  realized. 

The  First  Convention  of  A.D.  1832 
These  are  general  claims  and  statements.  Let  us 
particularize,  taking  the  First  National  Convention  of 
1832  as  a  starting  point  for  a  few  details  that  may  show 
the  spirit  and  puiposes  of  the  Old  Guard.  Our  next 
convention  will  mark  the  passing  of  the  seventy-fifth 
anniversary^  of  the  organization  of  this  body,  a  fact  that 
ought  to  give  the  Louisville  meeting  special  significance. 
It  is  not  easy  for  the  youth  of  this  generation  to  con- 
ceive the  vast  and  radical  changes  in  all  fields  that 
three  quarters  of  a  century  have  wrought. 

In  1832  Chicago,  the  second  city  of  the  United  States, 
was  unborn.  The  states  that  have  sent  to  this  conven- 
tion a  large  part  of  its  two  thousand  representatives 
were  like  parallels  of  latitude,  imaginary  lines  drawn 
upon  a  territorial  wilderness.  Men  had  learned  that 
the  treeless  prairies  could  be  utilized  for  human  habi- 
tations, and  the  course  of  empire  was  setting  westward, 
very  slowly,  and  not  with  the  mighty  sweep  of  later 
days.  On  the  Atlantic  seaboard  the  Old  Guard  were 
singing, 

"  Far  out  upon  the  prairie 

There  many  children  dwell, 
Who  never  read  the  Bible 

Xor  hear  the  Sabbath  bell." 

They  do  not  sing  it  now.  Why?  The  prairies  have 
been  made  to  blossom,  not  only  as  the  rose,  but  with  the 
rose, — the  Rose  of  Sharon.  "  There  many  children 
dwell  "?  There  were  not  so  very  many  in  those  days. 
There  are  millions  of  them  now  in  prairie  states,  and 
they  know  their  Bibles,  and  their  hearts  give  back 
glad  echoes  to  the  sound  of  Sabbath  bells.     They  f>we  it 


154  Some  Relationships  of  the  Sujiday-school 

largely  to  the  initiative  of  the  Old  Sunday-school  Guard 
and  their  allies  and  associates,  who  planted  the  first 
prairie  Sunday-schools. 

There  were  two  hundred  miles  of  railroad  in  North 
America  when  that  first  convention  met  in  New  York. 
To-day  the  iron  rails  interlace  the  continent  like  the 
meshes  of  a  spider's  web.  And  of  the  thousands  of 
towns  and  villages  along  their  lines,  there  is  probably 
not  one  in  which  there  is  not  a  Sunday-school.  The 
Old  Guard  planned  and  planted  the  institutions  and 
agencies  that  followed  population  along  those  iron  ways 
with  the  children's  church  and  Bible  school. 

There  is  no  great  branch  of  evangelical  Christianity 
that  does  not  have  its  Sunday-school  department  and 
secretary  and  missionaries.  The  Old  Guard,  working 
within  their  denominational  lines,  planned  and  organ- 
ized them  all.  Their  Christian  catholicit}^  shown  so 
notably  in  this  union  organization,  stimulated  rather 
than  smothered  their  devotion  to  their  own  particular 
churches. 

Sunday-schools  originated  in  England,  but  on  the 
continent  of  Europe  the  Sunday-school  cause  had  its 
chief  impulse  and  formative  influence  from  America. 
Following  a  law  of  expansion  and  growth  that  seems  to 
mark  transplanted  humanity,  that  institution  took  on 
a  new  life  and  character  here.  The  Sunday-school  has 
been  widely  introduced  upon  the  continent ;  and  al- 
though it  has  by  no  means  broken  down  all  the  iron 
bars  of  ecclesiastical  conservatism,  it  is  blessing  a  multi- 
tude of  children  and  adults.  It  was  the  Old  Guard  who 
originated  that  beneficent  European  propaganda,  which 
you  of  this  generation  are  pushing  in  Italy  and  in  Japan. 

Certainly  the  Old  Guard  had  something  to  learn  that 
you  have  learned  or  are  learning.  But  they  had  hospi- 
table minds  to  receive  new  truths.  That  is  a  quality  of 
strong  characters  and  is  a  great  gift.  For  example, 
in  that  convention  of  1832  they  discussed  the  use  of 
the  rod  in  Sunday-school  discipline.     You  are  not  wiser 


Our  Debt  io  the  Old  Guard  155 

than  Solomon,  -but  you  would  hardly  take  up  that  sub- 
ject in  this  convention,  although  there  have  doubtless 
been  times  when  you  have  felt  that  a  bit  of  "  birch  oil  " 
might  have  a  modifying  effect  upon  some  of  your  pupils. 

Again,  the  majority  of  schools  represented  in  that 
first  convention  had  not  a  scholar  to  report  as  entering 
the  church  on  profession  of  faith.  That  may  have  been 
due  in  some  measure  to  defective  reports;  but  it  indi- 
cated a  condition  upon  which  the  present  showed  vast 
improvement  when  your  secretary  reported  nearly  a 
quarter  million  conversions  during  the  last  triennium. 
It  took  our  fathers  a  long  time  to  learn  that  divine  grace 
can  call  and  convert  into  God's  kingdom  a  child  Sam- 
uel quite  as  easily  as  an  adult  Sanhedrist  Saul  of 
Tarsus  I  Some  of  us  have  only  half  learned  the  lesson, 
even  now. 

That  first  convention  recommended  the  classification 
of  scholars,  especially  the  separation  of  the  wee  ones  into 
infant  classes.  There  you  have  the  norm  of  that  beau- 
tiful modem  development,  our  Primary  Department. 
It  had  not  occurred  to  the  Old  Guard  that  the  portion 
of  Scripture  assigned  to  the  whole  school  could  not  be 
adapted  to  the  younglings.  Their  views  were  expressed 
in  an  apothegm  which  (if  3'our  speaker  may  be  permitted 
to  quote  himself)  was  spoken  more  than  a  quarter  of  a 
century  ago,  —  there  never  was  a  piece  of  meat  cut  for 
the  adult  from  which  one  could  not  make  a  bowl  of 
broth  for  the  baby! 

That  convention  of  1832  recommended  that  the  whole 
congregation,  young  and  old,  take  part  in  Bible  study. 
We  have  not  gone  much  beyond  that,  have  we?  On 
last  Friday  night  I  heard  with  rapt  attention  the  mas- 
terly address  of  Bishop  Vincent  on  the  "  Future  of  the 
Sunday-school."  I  seemed  to  be  listening  to  an  ancient 
seer  painting  upon  the  clouds  of  vision  scenes  of  an 
ideal  future,  to  which  he  was  pointing  the  men  and 
women  of  a  new  generation,  and  bidding  them  transmute 
it  into  reality  by  the  power  of  faith  and  consecrated  toil. 


156  Some  Relationships  of  the  Sundav-sehool 

Did  you  mark  the  perspective  point  of .  the  picture,  — 
the  point  toward  which  all  its  lines  tended?  Was  it 
not  this  —  the  whole  Church  of  God,  and  every  par- 
ticular congregation  thereof  gathered  around  the  Holy 
Bible  in  study,  research  and  conversation  upon  the 
teachings  of  the  Word?  The  Church  a  Bible  school  for 
infants,  for  children,  for  youth,  for  adults,  each  class 
in  its  degree  mastering  the  vital  doctrines  and  ethics 
of  Christianity  unto  the  saving  and  sanctification  of  all ! 

Carried  away  with  the  seer's  vision,  I  leaned  forward 
from  my  seat  as  though  to  peer  with  him  into  the 
future  and  catch  every  line  and  shade  and  hue  of  his 
picture.  And  then,  by  one  of  those  touches  of  mental 
association  whose  mysteries  no  one  has  solved,  I  was 
suddenly  borne  back  almost  half  a  century  to  a  quiet 
Sabbath  scene  in  a  naral  church  among  the  beautiful 
hills  of  western  Pennsylvania. 

The  service  was  closed.  The  venerable  pastor  de- 
scended from  his  pulpit  to  the  dais  before  the  precentor's 
desk.  There  he  stood,  a  saint,  a  local  bishop  of  his 
large  flock,  a  scholar  who  knew  his  Greek  Testament  as 
well  as  his  English,  and  knew  that  as  few  men  know  it 
now.  His  voice  trembled  with  the  stress  of  age  as  he 
began  to  catechize  his  people.  Not  in  the  Shorter  Cate- 
chism—  oh,  no!  that  was  for  the  children;  but  in  the 
larger  catechism  of  the  Westminster  Assembly,  that 
superb  manual  of  Christian  doctrines  and  duties  whose 
mastery  makes  one  a  trained  theologian. 

From  seat  to  seat  the  questions  went  and  the  answers 
came.  Men  and  women  and  youth  all  took  part  promptly 
and  well.  And  they  knew  not  only  the  answers,  but 
the  Scriptural  proof  texts,  which  range  through  the 
whole  Word  of  God,  and  whose  mastery  will  make  one 
a  master  of  his  Bible.  I  was  a  college  student  then,  and 
in  training  for  the  ministry,  but  I  cotdd  not  stand  the 
test  borne  so  well  by  that  country  congregation.  Fifty 
years  ago!  And  that  was  no  new  custom,  but  had  its 
roots  in  a  more  distant  past! 


Our  Debt  to  the  Old  Guard  157 

Those  country  folk  were  ignorant  of  the  shibboleth 
of  modem  advanced  methods  of  Bible-school  work. 
They  were  following  the  manner  of  their  fathers,  wholly 
unconscious  that  they  were  doing  a  rare  and  noteworthy 
thing.  But,  tell  me,  had  they  not  well-nigh  grasped 
the  goal  toward  which  our  highest  endeavors  w'ere 
pointed  ? 

We  shall  ill  serve  our  cause  if  we  fail  to  see  and  appre- 
ciate the  men  and  methods  of  the  past  that  have  wrought 
such  results.  Let  the  excess  of  our  self-applause  and 
gratulation  over  the  splendid  achievements  of  to-day 
be  mellowed  by  the  rem.embrance  of  what  our  ancestors 
have  done.  Let  us  rise  to  a  wiser  and  steadier  endeavor 
after  our  ideals  from  a  just  knowledge  of  what  our 
predecessors   have   achieved. 

The  Old  Guard  as  Pioneers  of  Uniform  Lessons 
Let  us  make  a  final,  and  it  will  be  a  crucial  test,  of 
the  advanced  views  and  farseeing  plans  of  the  fathers 
of  that  convention  of  1832.  The  system  of  uniform 
lessons  that  is  counted  the  highest  achievement  and  is 
the  special  pride  of  our  modem  Sunday-school  organi- 
zation, lay  there  in  germ  in  the  discussions  and  trans- 
actions. One  of  the  topics  considered  was  the  value  of 
uniform  Bible  lessons  for  the  whole  land.  The  system 
of  "  a  verse  a  day  and  the  same  verse  for  all  "  was 
commended.  It  is  stated  in  a  report  of  the  convention 
that  there  were  then  sixty  thousand  persons  thus  study- 
ing lessons  in  vmison.  and  a  periodical  was  devoted  to 
the  elucidation  of  this  uniform  lesson. 

The  question  of  uniform  lessons  as  the  pioneers  had 
to  face  it  was  presented  in  a  threefold  form.  First,  in 
the  individual  school.  The  old  go-as-you-please  plan, 
which  left  every  teacher  liberty  to  select  a  lesson  in  any 
part  of  the  Bible  that  seemed  good,  was  already  dis- 
credited among  the  more  intelligent  conductors  of 
Stmday-schools.  But  it  had  a  wide  vogue  even  fifty 
years  ago,  and  your  speaker  remembers  attending  in  his 


158  Soiiie  RclationsJiips  of  the  Sunday-school 

childhood  a  school  conducted  in  that  way.  The  awak- 
ened spirit  of  progress  in  the  Old  Guard  made  short 
work  of  it;  and  soon  it  was  the  rule  that  every  class 
in  any  individual  school  be  engaged  upon  the  same 
portion  of  Scripture. 

Then  came  the  question  of  denominational  uniformity 
throughout  all  the  schools  in  every  denomination  of  the 
Christian  Church;  the  same  lesson  should  be  taught  on 
the  same  Sunday.  The  "  Berean  Lessons  "  of  the 
Methodist  Episcopal  Church  were  in  full  use  and  favor 
under  the  leadership  of  Dr.  Vincent.  The  Baptist 
Publication  Society  was  working  upon  similar  lines.  In 
the  Presbyterian  Church  the  "Westminster  Lessons," 
directed  by  Dr.  J.  H.  Dulles  and  edited  by  your  speaker, 
were  working  on  the  second  annual  series  of  lessons  on 
the  Life  of  Jesus.  Already  there  had  been  laid  out  a 
tentative  series  of  normal  textbooks  for  teachers, 
covering  Biblical,  doctrinal,  historical,  biographical 
and  pedagogical  material,  with  a  plan  for  local  and 
state  teachers'  institutes.  A  curriculum  of  Bible  study 
had  been  arranged  covering  an  eight  years'  course  in  the 
Old  and  New  Testaments ;  and  other  plans  for  advanced 
and  supplemental  studies  were  under  consideration 
when  the  third  phase  of  uniform  lessons,  viz.,  the  present 
International  Lesson  System,  was  forced  upon  the  atten- 
tion of  the  churches.  The  wisdom  of  its  introduction 
at  the  time  and  in  the  manner  adopted  was  seriously 
doubted.  The  habitual  conservative  tendencies  in  the 
several  denominations  had  not  been  convinced  by 
sufficient  previous  discussion.  They  had  just  yielded 
in  the  matter  of  denominational  uniformity,  and  it 
seemed  to  be  asking  a  good  deal  so  soon  thereafter  to 
embark  in  a  new  experiment.  There  were  vested  in- 
terests to  be  considered  by  those  who  were  preparing 
and  furnishing  the  several  denominational  systems.  A 
change  without  previous  knowledge  and  preparation 
would  put  serious  inconvenience  and  loss  upon  some 
of  the  publication  houses,  and  threatened  grave  danger 


Our  Debt  to  the  Old  Guard  159 

to  the  general  and  cordial  adoption  in  the  future  of  any 
suggested  schenje  of  interdenominational  uniformity. 
But,  as  is  well  known,"  the  persistency  of  Mr.  Jacobs 
prevailed,  and  this  convention  launched  that  system 
which,  for  more  than  a  quarter  of  a  century,  has  largely 
held  the  approval  of  nearly  the  entire  evangelical  church 
of  the  United  States  and  Canada,  and  in  a  large  measure 
of  the  British  churches. 

But  the  point  for  you  to  note  here  is  this:  The  norm 
of  the  present  International  Lesson  System  was  consid- 
ered and  approved  by  the  Old  Guard  eighty  years  ago! 
As  early  as  March,  1824,  the  American  Sunday-School 
Union  issued  a  list  of  "  Selected  Lessons  "  for  one  year, 
following  apparently  a  scheme  which  had  been  success- 
fully used  in  New  York.  These  lessons  were  divided 
into  four  parts,  one  for  each  quarter  of  the  year.  There 
were  forty-nine  lessons  for  the  year,  the  remaining  Sab- 
baths being  given  up  to  quarterly  examination  of  the 
scholars. 

This  plan  was  successfully  introduced  into  Sunday- 
schools  in  New  York,  Philadelphia,  Boston  and  Albany, 
and  awakened  great  enthusiasm.  The  New  York 
Sunday-School  Union  proposed  a  second  course  of 
Selected  Uniform  Lessons,  and  that  was  issued.  It  was 
intended  to  occupy  every  Sabbath  throughout  the  year, 
except  the  first  Sabbath  of  every  month,  which  was 
devoted  to  instruction  in  the  Ten  Commandments,  i.  e., 
a  practical  course  in  Christian  morals,  and  one  Sunday 
in  every  quarter,  which  was  given  to  a  general  review 
and  examination  before  the  pastor.  Surely  that  has 
an  up-to-date  sound,  has  it  not? 

Now,  yoti  must  recall  the  fact  that,  in  1832,  the  Ameri- 
can Sunday-School  Union  was  the  common  pivot  of 
nearly  all  the  organized  Sunday-school  work  in  the 
United  States.  The  undenominational  and  unclerical 
feature  of  its  organization  gave  it  a  recognized  standing 
with  all  the  churches.  It  had  organized  and  was  organ- 
izing local  and  state  auxiliary  unions  with  the  essential 


1 60  Some  Relationships  of  the  Simday-school 

characteristics  of  those  which  this  convention  has 
favored  and  established.  These  unions  were  widely 
distributed  throughout  the  settled  states.  They  formed 
a  bond  of  union  and  a  common  rallying  ground  for  all 
Sunday-school  workers.  They  had  the  facilities  for 
giving  their  uniform  Selected  Lessons  and  Union 
Question  Books  wide  and  catholic  circulation,  and  they 
did  so.  And  thus  they  did  much  to  prepare  the  way 
for  the  introduction  of  the  present  International  System. 

No  truthful  study  of  the  rise  and  development  of  this 
interesting  movement  will  fail  to  give  a  leading  place 
therein,  as  one  of  the  earliest  and  most  efficient  pre- 
paratory agents  to  this  venerable  institution,  the  pioneer 
of  pioneers,  which  to-day  is  better  equipped  and  better 
endowed  for  its  cooperative  work  than  ever  before. 
Nor  can  just  history  omit  the  important  part  taken  in 
preparing  the  way  for  the  establishment  of  international 
lessons  by  such  undenominational  publications  as  the 
Sunday  School  Times  of  Philadelphia  and  the  National 
Teacher  of  Chicago. 

Perhaps  the  purpose  and  aims  of  the  earlier  days 
are  best  uncovered  by  some  of  the  mottoes  or  watch- 
words or  war-cries  adopted  by  the  Illinois  conventions 
of  Jacksonville,  Duquoin,  Decatur,  Peoria,  Bloomington 
and  elsewhere.  First  of  all  was  "  Organize!  "  They 
aimed  at  an  organization  of  all  the  Sunday-schools  in 
every  county  of  the  state.  The  difference  between  a 
m.onad  and  a  man  considered  as  an  animal,  is  one  of 
organization.  Low  life  is  simply  low  organization;  the 
highest  life  expresses  the  highest  organization.  Men 
die,  organized  institutions  live.  He  who  has  linked  his 
life  by  his  influence,  his  work,  his  gifts  with  a  vital 
institution,  a  church,  a  Sunday-school,  a  college,  a 
university,  any  scheme  for  human  betterment  with  life- 
germs  therein,  has  taken  a  guaranty  upon  the  perpetu- 
ity of  the  best  part  of  him,  —  his  work!  Herein  lies 
the  surest  way  to  that  great  boon  for  which  the  psalmist 
has  taught  us  to  pray:  "  Establish  thou  our  work  upon 


Our  Debt  to  the  Old  Guard  i6i 

us;  yea,  the  work  of  our  hands  establish  thou  it!  " 
There  is  no  doubt  that  by  the  careful  organization  of 
the  Sunday-school  work  in  county,  state,  national, 
international  and  world-wide  associations  the  pioneers 
took  the  best  means  of  perpetuating  their  influence  and 
labors. 

"Spread  the  Fire!  "  The  Old  Guard  believed  in  cam- 
paigns of  agitation  and  dissemination.  A  large  part  of 
the  value  of  their  conventions  lay  in  their  power  to 
quicken  those  who  attended,  and  send  them  out  far  and 
near  to  carry  the  quickening  into  their  own  neighbor- 
hoods. That  is  a  biblical  method,  as  old  as  the  annual 
national  feasts  of  the  Hebrews  and  the  great  convoca- 
tions of  the  primitive  Christians.  We  shall  lose  much 
if  we  allow  the  "  institute  "  element  to  run  away  with 
the  spiritual  and  devotional  in  our  conventions. 

Another  "  convention  countersign  "  conceived  in  this 
spirit  was,  "The  Children  All  for  Jesus," — something 
like  the  watchword  of  this  convention,  "  Winning  a 
Generation."'  Another  was  "  Our  Object  is  to  Save 
SoJils!  "  a  motto  which  Mr.  Morrison  had  placarded  all 
over  the  walls  of  his  Biddle  Market  Mission  hall. 

One  may  name  a  few  of  the  subjects  that  claimed 
much  attention  and  excited  great  interest.  "  Teachers' 
Meetings  "  had  a  first  place.  This,  in  the  current 
military  language  of  the  day,  was  "  the  school  of  the 
regiment."  As  every  commanding  officer  of  the  amiy 
is  required  to  school  his  commissioned  subalterns  for 
teaching,  drilling  and  governing  their  men,  so,  it  was 
held,  every  pastor  or  superintendent  should  instruct  his 
teachers  for  the  duties  of  the  coming  Sabbath.  Has 
that  obligation  ceased  in  our  daj^? 

"  The  study  of  child-nature  "  was  warmly  urged. 
The  term  "  psychology  "  was  not  then  in  vogue;  but 
quite  the  same,  the  Old  Guard  was  standing  for  that 
correct  knowledge  of  the  young  mind  which  leads  to 
just  treatment,  and  wise*  helpful  methods.  Study  the 
child;  know    the    child;  honor    the    child;  sympathiz/* 


i62  Some  Relationships  of  the  Sunday-school 

with  the  child;  exalt  the  child;  save  the  child  and  the 
child's  childhood!  These  were  points  warmly  and  often 
pressed  upon  all  who  had  to  do  with  the  religious  training 
of  the  young. 

One  other  topic  I  name,  chiefly  because  of  its  personal 
relation,  "  Object  and  Outline  Teaching."  The  use 
of  objects,  charts,  maps  and  especially  the  blackboard 
in  the  Sunday-school  is  now  well-nigh  universal.  Then 
it  was  rare,  and  as  I  was  one  of  its  early  advocates,  the 
topic  was  apt  to  fall  to  me  in  otir  conventions.  I  was 
supposed  to  have  special  facility  in  off-hand  outlining 
the  Bible  lands  on  the  blackboard.  The  other  day  I 
dropped  into  your  "  Exhibition  of  Methods  "  in  St. 
James'  chapel,  and  was  shown  by  the  intelligent  and 
enthiisiastic  attendant,  some  of  the  maps  of  Palestine 
drawn  and  modeled  out  of  clay  by  primary  department 
children.  They  were  quite  as  well  done  as  my  free-hand 
sketches  in  those  days  when  I  got  credit  as  an  expert 
from  great  companies  of  Sunday-school  workers!  In 
that  line,  at  least,  there  has  been  progress  in  the  last 
quarter  century. 

What  will  the  future  show?  That,  my  fellow  dele- 
gates, rests  with  you  and  those  whom  you  here  represent. 
The  Old  Guard  has  finished  its  work.  A  glance  over  this 
great  audience  shows  how  largely  even  now  the  work  and 
destiny  of  Sunday-schools  are  in  the  hands  of  \'oung  and 
middle-aged  m.en  and  women.  The  few  survivors  of  the 
pioneers  stand  before  you  with  the  greeting  which 
Roman  gladiators  in  the  arena  gave  their  emperor: 
"Morihiri  sahitamits .' "  "We  who  are  about  to  die. 
salute  you !  "    The  past  is  otirs ;  the  future  belongs  to  you. 

You  have  chosen  well  your  field  of  Christian  and 
philanthropic  service ;  for  there  is  none  other  in  sight 
that  promises  richer  fruitage  than  work  for  children  and 
youth.  To  win  them  for  the  kingdom  of  God  and  its 
righteousness,  and  for  the  highest  citizenship  therein, 
is  verily  to  win  this  generation;  aye,  and  those  which 
shall  follow. 


Our  Debt  to  the  Old  Guard  163 

The  Old  Guard  is  happy  in  its  successors.  Great  and 
good  souls  have  a  self -perpetuating  quality,  a  spiritual 
fertility  which  reproduces  the  good  within  themselves, 
and  often  in  improved  quality.  If  they  are  permitted 
from  their  heavenly  seats  to  review  the  scenes  of  their 
earthly  being,  they  must  have  great  joy  in  this  trained 
and  consecrated  host  who  have  entered  into  their  labors, 
and  are  pushing  them  with  accumulated  and  accelerated 
zeal  and  success. 

It  is  a  wonderful  future  that  lies  before  you.  The  few 
s\irvivors  of  the  Old  Guard  salute  you  as  the  Army  of  the 
Future!  You  are  the  inheritors  of  a  Land  of  Promise 
which  some,  like  Moses,  have  seen  from  afar,  and  some, 
like  Joshua,  have  set  their  feet  upon.  We  leave  it  to 
you  with  our  blessing,  and  —  which  is  better  —  with  our 
prayers  for  the  blessing  of  God.  May  you  escape  the 
errors,  which  also  have  not  been  wanting,  and  for  which 
we  look  to  a  merciful  Saviour  for  forgiveness.  And  may 
you  reap  a  hundredfold  the  good  seed  yovir  predecessors 
have  sown,  and  leave  to  other  generations  yet  ampler 
har\'ests  to  gather  and  more  fruitful  fields  to  sow! 


c64 


Some  Relationships  of  ilie  Sunday-school 


J.  H.  Vincent,  D.D. 


A  Forward  Look  for  the  Sunday-school 

JOHN    H.  VINCENT,   D.D.,   LL.D. 

In  the  interest  of  the  church,  the 
home,  the  state  and  society,  we  who 
represent  the  Sunday-school  sing 
with  Robert  Browning  our  song  of 
hope : 

The  best  is  yet  to  be;  the  last 
For  which  the  first  was  made." 

We  remember  the  divine  wisdom 
and  love;  we  open  God's  Word,  and, 
grateful  for  the  past,  look  for  larger 
and  better  things  in  the  future. 
As  one  stands  before  a  large  pane 
of  polished  plate  glass  he  finds  it  a  partial  mirror,  in 
which  he  sees,  dimly  reflected,  the  objects  behind  him. 
These  reflections  mingle  with  the  inore  definite  per- 
spective beyond,  making  it  necessary  for  the  observer 
to  take  a  second  look  to. distinguish  between  the  reflec- 
tions and  the  objects  of  immediate  vision. 

Men  of  multiplying  years  may  easily,  because  of 
dimmed  vision,  see  past,  present  and  future  singularly 
blended.  Thus  on  this  occasion,  dealing  somewhat  in 
reminiscence,  your  speaker,  in  the  enthusiasm  of  a  life- 
long loyalty  to  a  great  cause,  may  account  as  history 
what  some  exploit  as  prophecy. 

For  example :  in  the  glass  before  me  I  see,  as  a  reflected 
image  from  between  thirty  and  forty  years  ago,  a  thor- 
oughly organized  Sunday-school  normal  work.  Here 
are  fine  ideals  of  teacher  training,  college  and  seminary 
Sunday-school  normal  classes  under  gifted  instructors, 
presenting,  for  recognition  and  diplomas,  candidates 
who  have  completed  Biblical  and  pedagogical  courses 
while  pursuing  academic  and  professional  study  I  see 
as  in  a  picture  from  the  past  theories  and  experiments  in 
religious   education    in   which    home,    pulpit,    pastorate, 


A  Foruxird  Look  165 

Siinday-school,  public  library  and  normal  classes,  all 
unite  under  college  auspices  in  preparing  ambitious, 
eager  and  consecrated  candidates  for  the  Sunday-school 
normal  diploma. 

As  I  look  it  appears  to  be  the  vision  of  a  noble  future. 
I  look  again  and  find  it  the  reflection  of  an  actual  past 
in  which  the  Sunday-school  work  was  many  years  ago 
elevated  to  high  rank  as  an  educational  institution, 
accounted  as  the  "church  school  ";  subject  to  the 
church  authorities;  with  week-day  agencies  to  supple- 
ment its  Sunday  efforts,  and  under  the  auspices  of  which 
were  to  be  found  classes  in  sacred  geography  and  history, 
in  ethics  and  theology,  normal  classes  and  institutes, 
with  special  Sunday-school  normal  departments  in 
several  seminaries,  colleges  and  universities,  where 
students  ptu-sued  Sunday-school  cvirricula  under  skillful 
educators,  passed  rigid  examinations  and  received  cer- 
tificates. A  distinguished  college  president  of  to-day 
holds  with  care,  and  shows  with  pride,  his  college  Sun- 
day-school normal  diploma  given  to  him  by  the  authori- 
ties of  a  church  normal  department  in  one  of  our  most 
venerable  colleges  more  than  a  quarter  of  a  century  ago. 

It  is  with  great  pleasure  that,  as  some  of  us  look  for- 
ward through  a  clear  glass  at  the  glorious  perspective, 
we  discover  in  memory  these  inspiring  reflections  from 
the  events,  experiments,  anticipations  and  actual 
achievements  of  other  years,  —  years  of  another  century. 
We  join  with  you  in  songs  of  praise  for  the  past,  share 
your  holy  pride  in  the  present  and  unite  in  a  resolve  of 
renewed  consecration  for  the  future. 

"  The  Chautauqua  movement  "  for  thirty  years,  and 
that  most  noble  religious  endeavor  of  modem  scholar- 
ship, "  The  Society  of  Religious  Education,"  for  five 
years,  have  been  trying  to  promote  unification,  coopera- 
tion and  completeness  in  the  various  agencies  that  make 
for  symmetrical  education:  The  family,  the  pulpit,  the 
pastorate,  the  press,  the  Sunday-school,  the  public 
school,    the    college,    the    university,    the    public    and 


1 66         •  Some  Relationships  of  the  Smiday-school 

private  library,  the  philanthropic  and  reformatory 
organizations,  literary  and  scientific  clubs  and  reading 
circles,  societies  for  the  study  of  the  Holy  Bible  and  of 
social  problems,  etc.,  —  remembering  always  that  the- 
ories and  methods  of  education  are  still  in  the  stage  of 
experimentation,  and  that  the  last  word  has  not  yet  been 
spoken,  however  authoritative  in  tone  the  latest  scien- 
tific or  pedagogical  utterance  may  have  sounded. 

It  is  from  this  point  of  vision,  where  history  clasps  the 
hand  of  prophecy,  that  we  attempt  to-night  to  dream  of 
the  things  that  are  to  be. 

It  is  possible  in  our  age  to  make  too  much  of  method, 
of  recent  theories,  of  curricula,  and  of  merely  intellectual 
training.  The  church  school,  in  its  desire  to  gratify 
modem  educators  (who  sometimes  carry  their  theories 
too  far  and  who  unconsciously  over-emphasize  specialties 
and  novel  devices),  is  in  danger  of  making  a  blunder 
just  here,  and  of  sacrificing  good  things  that  are  old  — 
because  they  are  old.  But  these  things,  our  successors 
will  correct  or  avoid. 

The  church  school  of  the  future  will  be  less  a  school 
and  more  a  home.  Its  keynote  will  not  be  recitation 
but  conversation,  —  friendly  conversation.  Its  program 
wdll  embrace,  not  so  much  scientific  and  critical  studies 
in  sacred  linguistics,  apologetics  and  systematic  theology, 
as  natural,  simple,  wisely  conducted  conversations  with 
a  view  to  the  promotion  of  practical  and  spiritual  life. 

The  church  school  will  be  an  extension  of  the  ideal 
home  —  for  conversation  and  not  for  formal  educational 
processes  of  intellectual  arrest,  concentration  and 
original  thought ;  conversation  —  a  mutual  free,  familiar, 
inspiring  colloquy  as  among  friends  who  are  deeply 
interested  in  the  things  of  the  Spirit  as  set  forth  in  the 
Book  of  God ;  conversation  that  will  be  not  only  a 
homelike,  friendly  interview  in  the  chiu-ch  school,  but 
will  itself  suggest  and  tend  to  reproduce  the  same  simple 
types  of  talk  at  home  in  the  parlor,  at  the  table,  by  the 
fireside  and  in  the  nursery.     Therefore  we  believe  that 


A  Fonvard  Look  167 

the  best  thing  the  Sunday-school  can  do  is  to  set  the 
pace  for  the  home. 

To  be  a  leader  in  religious  co)n'crsatiou,  the  teacher 
must  be  a  genuine,  evangelical,  enthusiastic,  self- 
forgetting  personality,  a  student  of  the  work;  a  student 
of  the  soul ;  a  student  of  human  nature ;  gifted  in  the  art 
of  speech  and  with  a  heart  for  it;  drawing  people  out, 
eliciting  doubts  and  difficulties  and  steadily  increasing  in 
manifold  ways  the  resources  of  his  own  personality. 

To  this  art  of  educating  conversation  the  biographical 
feature  of  the  Holy  Scriptures  directly  contributes.  Xo 
subject  is  so  easy  and  delightful  to  talk  about  as  the  con- 
crete personality.  The  dullest  people  can  discuss  people. 
We  love  to  talk  about  folks,  about  men  who  achieve 
great  things;  about  people  who  come  in  contact  with 
real  life.  They  embody  the  wide  and  far-reaching 
energies  of  civilization.  When  we  know  two  or  three 
sturdy  and  positive  historic  personalities,  we  know  a 
period.  The  Bible  is  chiefly  a  book  of  biography.  Its. 
character  studies  are  unequaled  in  all  literature.  What 
a  long  procession  of  living  men  and  women  we  meet  in 
the  Holy  Records  from  the  days  of  the  first  Adam  who 
brought  death,  to  the  days  of  the  second  Adam  through 
whom  we  have  life,  —  patriarchs,  prophets,  priests, 
kings,  warriors,  great  sinners,  great  saints,  in  whose 
lives  we  can  trace  the  wisdom  and  justice  and  love  of 
God. 

These  biographical  studies,  with  the  equally  interesting 
lives  of  men  through  all  the  ages,  who,  inspired  by  the 
saints  and  heroes  of  Scripture,  have  themselves  become 
living  epistles,  read  and  known  of  all  men,  fairly  set 
before  us  and  open  out  rich  treasures  for  thought,  for 
conversation  and  for  instruction  I 

Human  biography,  the  most  suggestive  field  for  con- 
versation, at  once  suggests  the  themes  and  the  method 
which  will  characterize  the  home  and  school  life  of  the 
future,  — biographical  sindy  and  the  conversational  method. 
This  field  thus  treated  will  give  us  in  concrete  form  the 


1 68  Some  Relationships  of  the  Sunday-school 

treasures  of  divine  wisdom  in  human  and  divine  historv 
and  will  develop  the  conversational  gift  through  which 
the  power  of  the  school,  the  nursery,  the  parlor  and  the 
pulpit  will  be  immensely  augmented.  And  while  it  is  a 
dangerous  suggestion  to  make.  I  presume  to  hint,  as  a 
dreamer,  that  the  ideal  of  the  future  pulpit  will  be  that 
of  the  earnest,  intense  manhood  that  talks  with  sim- 
plicity and  naturalness  to  his  people  rather  than  that  of 
the  stately  orator  who  studies  rhetorical  and  oratorical 
effects.  And  what  a  field  does  this  biographical  em- 
phasis open  up  to  us  for  our  lessons  in  which  all  classes 
may  at  the  same  time  be  interested.  The  little  child  and 
the  old  philospher  find  intelligent  delight  in  looking  at, 
in  talking  with  or  in  reading  about  the  same  great  man. 

As  a  fruit  of  this  emphasis  on  "  conversation  "  in  the 
early  future,  we  may  find  in  many  places  frequent, 
informal  and  carefully  directed  conversations  under 
Church  School  auspices  among  wise  teachers  —  in 
teachers'  meetings,  in  joint  conferences  of  pastors, 
superintendents,  parents,  day-school  educators,  editors 
and  others,  on  questions  relating  to  home  and  school  life, 
the  latest  literature,  the  immediate  perils  to  be  averted 
and  evils  to  be  corrected  —  and  all  this  discussion  free 
from  formality,  and  in  the  interest,  not  of  Science,  but  of 
Society,  the  Home  and  the  Church.  The  Church  School, 
although  a  place  of  conversation,  will  also  be  a  place  of 
u:orship,  —  reverent,  thoughtful,  holy  worship;  worship 
while  the  Word  of  God  is  being  read ;  worship  in  moments 
of  unbroken  silence;  worship  in  hymns  full  of  dignity 
and  strength ;  worship  in  word  of  prayer  carefully  chosen 
and  earnestly  uttered ;  worship  that  will  awaken  in  child- 
hood and  youth  the  conviction  that  these,  our  teachers 
and  leaders,  really  do  believe  in  a  God  here  and  now 
present,  a  God  of  holiness  and  justice  and  tender  mercy! 

The  name  of  the  Sunday-school  may  come  to  be  "  The 
Church  School  "  because  its  best  work  will  be  done  on 
other  days  than  Sunday  and  because  it  will  represent  in 
its  silent,  stead  v.  all-the-week  influence,  "  the  Church  of 


A  Forward  Look  169 

the  living  God,  the  pillar  and  ground  of  the  truth."  It 
will  be  the  "  School  of  the  Word  "  which  continually 
applies  the  truth  of  God  to  the  hearts,  the  lives,  the 
homes,  the  business,  and  to  the  social  and  political  life 
of  the  people.  This  is  the  mission  of  the  Church  and  of 
the  Church  School. 

The  Church  School  will  quicken  into  intensity  and 
direct  with  intelligence  the  human  impulses  in  our 
young  life  through  varied  devices  which  will  be  adopted 
for  the  prevention  or  for  the  relief  of  both  human  and 
animal  suffering ;  the  suppression  of  cruelty ;  the  timely 
protest  against  thoughtlessness  and  neglect ;  the  proper 
punishment  of  carelessness,  and  every  form  of  reckless- 
ness and  heartless  thoughtlessness  which  disgrace  our 
age,  damage  our  youth  and  dishonor  our  gospel. 

It  will  come  to  be  seen  clearly  that  whatever  makes 
for  personal  character  and  influence  is  a  part  of  the 
mission  of  otir  gospel,  and  of  the  Church,  and  that 
home  and  Sunday-school  and  pastoral  responsibility 
dare  not  transfer  this  important  and  complicated  duty 
to  the  day  school,  but  must  be  responsible  at  least  for 
effort  in  behalf  of  true  kindness  and  refinement  in  the 
character  and  deportment  of  all  who  come  under  our 
care. 

Emphasis  will  also  be  put  upon  the  proprieties  of 
life  involving  all  ethical  obligations;  and  the  pastor's 
"  Class  of  Christian  Ethics,"  in  the  conduct  of  which  he 
will  be  assisted  by  "  Sunday-school  Teachers  "  and 
certain  "  Sisterhoods  of  Service,"  will  discuss  questions 
of  kindness,  justice,  thoughtfulness  in  every-day  life, 
and  such  topics  as  our  treatment  of  the  little  folks  of 
the  family,  the  older  folks  who  criticise  and  sometimes 
scold,  the  home  help  in  the  kitchen,  poor  neighbors,  the 
deformed  and  the  rude  and  naughty  folk  we  encounter 
at  school  and  elsewhere. 

The  Church  School  will  cooperate  with  all  social 
reformers  who  dream  of  a  Christian  civilization.  There 
is  to  be  —  there  ought  to  be  —  a  fair,    generous  and 


170  SoDic  Rclatiotisliips  of  the  Sunday-school 

decisive  controversy  with  Romanism.  New  Testament 
believers  must  be  awake  and  alert,  looking  after  her 
children  as  Rome  does,  and  putting  forth  unremitting 
efifort.  There  is  to  be  an  intelligent,  kind,  courageous, 
positive  movement  in  our  Sunday-schools  through 
young  people's  associations,  by  pastoral  classes  and  a 
widespread  literature,  setting  forth  facts  from  history, 
the  teachings  of  Scripture,  and  the  present  condition  of 
countries  where  Rome  has  had  unlimited  opportunity 
for  centuries. 

In  the  church  of  the  future  we  must  study  the  science 
of  soul  life ;  its  faculties,  capacities,  resources,  possibilities ; 
the  power  of  prenatal  influence;  and  the  phenomena  of 
infancy,  childhood,  adolescence  and  maturity.  We  need 
not  talk  much  of  "  pedagogy,"  but  we  may  acquire  skill 
in  awakening  and  stimulating  intellectual  activity,  edu- 
cating the  conscience,  strengthening  faith  and  devel- 
oping the  will  power. 

We  may  not  ma.ke  much  ado  over  "  sociology  "  but 
through  the  influence  of  generous  and  thoughtful  teachers 
our  children  and  young  folks  may  come  to  be  interested 
in  other  people,  in  works  of  beneficence  and  in  the  pro- 
motion of  good  will  among  all  classes  of  society.  And 
we  need  to  give  attention  to  the  mystery  of  the  sub- 
conscious mind,  the  power  of  habit  and  of  inherited 
tendencies. 

The  Church  School  of  the  future  will  put  stress  on  the 
care  of  the  unit,  — •  the  study  of  individual  pupils.  There 
will  be  a  pastoral  sisterhood  whose  business  it  shall  be  to 
know,  protect,  counsel,  inspire  and  assist  these  units  — 
the  youthful  units  of  the  Church  —  in  everything  that 
jDertains  to  life  and  character.  We  shall  be  on  the  look- 
out all  the  while  for  youth  of  strength,  —  boys  and  girls 
of  native  endowment  and  exceptional  gifts  in  whom  we 
see  promise  for  the  future. 

I  foresee  in  the  ideal  school  of  the  future  the  perfect 
simultaneous  system,  —  the  Uniform  System  of  Lessons, 
—  the  one  keynote  of  the  divine  song  for  the  Sabbath 


A  Fonvard  Look  171 

day  and  for  the  six  days  that  preceded  it.  The  Sunday- 
school  will  become  a  college  of  the  Book  of  books.  The 
same  topic  every  week,  and  every  day  of  the  week; 
the  same  topic  not  in  the  Church  School  alone  but  in 
all  departments  of  the  all-embracing  Church:  Home, 
Family  Prayer,  Week  Evening  Thought  and  Prayer 
Service,  Class  or  group  meetings  where  believers  convene 
to  converse  on  higher  themes,  that  the  week's  lesson 
selection  may  bear  on  spiritual  life  and  experience.  And 
every  week  there  should  be  held  the  teachers'  conversa- 
tion hour. 

The  one  lesson  book  of  the  school  will  be  "  The  Holy 
Bible."  The  Book  is  a  unity.  It  has  but  one  theme 
from  beginning  to  end.  The  Bible  gradually  developed 
through  the  centuries,  and  in  an  important  sense  being 
now  graduall}'  developing,  has  always  one  central, 
dominating  idea,  —  the  divine  relief  or  remedy  for  the 
human  need.  There  is  practically  no  other  subject  in 
the  Bible:  Sin  and  Salvation;  human  weakness  and 
divine  strength;  man's  thirst  and  God's  river  of  life; 
human  darkness  and  heaven's  light ;  disease  and  remedy ; 
weariness  and  rest;  despair  and  hope;  death  and  life. 
Open  the  Book  where  you  will,  that  one  double  thought 
is  presented.  It  is  in  every  part  of  the  Bible.  There 
may  be  difTerent  states  of  historical  development,  but 
one  situation ;  differing  degrees  of  the  divine  manifesta- 
tion, but  always  that  one  necessity  in  mind.  The  first 
page  tells  of  man's  freedom  and  his  fall  from  opportunity. 
But  even  there  we  catch  glimpses  of  God's  gracious 
purposes.  And  the  last  verse  of  the  last  page  makes 
music  that  they  hear  in  heaven:  "  The  grace  of  our 
Lord  Jesus  Christ  be  with  you  all." 

Sin  and  salvation:  This  is  the  theme  direct  or  inferred, 
in  shadow  or  in  substance,  of  every  one  of  the  one 
thousand  pages  of  the  Book.  Man's  fall  through  sin  and 
God's  call  of  grace  in  Christ, 

As  for  beginning  the  study  of  the  Book,  —  here  or 
there,  —  it  makes  little  difference  where.     Open  at  any 


172  Souic  Relationships  of  the  Sunday-school 

pdge,  and  you  will  find  an  intimation  of  man's  need  and 
God's  help'.  The  Book  is  a  unity.  Even  the  Golden 
Texts  are  not  fragments;  they  are  unities  that  repre- 
sent a  larger  unity,  and  by  law  of  affinity  these  texts  of 
Scripture  fly  together  as  so  many  scintilla  and  create  a 
divine  mosaic,  —  and  as  we  look  we  see  the  face  of 
Christ ! 

The  Uniform  Lessons  suggest  the  whole  gospel  in 
every  lesson.  The  Book  is  one  great  lesson  to  one  and 
the  same  person.  It  brings  to  the  race  one  message, 
one  law,  one  gospel,  all  brought  together  in  one  Book, 
with  adaptability  to  responsible  beings  five  years  of  age, 
or  ten,  or  sixteen,  or  twenty-one,  or  fifty,  or  eighty  years 
of  age.  Everywhere  it  is  the  one  God,  the  one  Christ 
through  the  one  Spirit.  The  family  lives  on  the  same 
farm,  in  the  same  house,  gathers  at  the  same  tables,  is 
supplied  from  the  same  fields  and  market,  with  water 
from  the  same  well,  fire  from  the  same  furnace  and  light 
from  the  same  sun. 

May  I  warn  you  against  one  peril,  bom  no  doubt  of 
honest  purpose  and  involving  a  loss  to  our  International 
Lesson  System?  It  is  called  an  "  Advanced  Lesson." 
The  very  title  is  a  depreciation  of  the  present  Lesson 
System. 

We  must  remember  that  the  Sunday-school  is  not  the 
whole  of  the  church,  nor  does  it  cover  all  the  educational 
functions  of  the  church.  There  are,  however,  taken 
mto  account,  Home,  Pulpit,  Pastorate,  Young  People's 
Societies,  Church  Classes  and  Clubs.  The  Sunday- 
school  must  have  limited  time  at  its  command.  I>et 
that  time  concentrate  all  of  its  energies  on  one  thing, 
one  theme,  one  work,  and  let  all  the  energies  of  all  the 
people  be  concentrated  on  that  one  thing  and  theme. 

We  have  168  hours  every  week.  Deducting  two 
thirds  of  this  time,  112  hours  for  sleep  and  work  and 
social  life,  you  still  have  56  hours  a  week  left  for  study 
and  reading,  —  for  other  classes,  for  other  studies.  Let 
the    Sunday-school    concentrate    its    attention   on    one 


.4  P'oncarJ  Look  173 

lesson.      There   is  enou.trh   in   it   every  week   for  all   our 
energies. 

Dearly  beloved,  let  us  look  upward  and  move  for- 
ward. I^t  us  believe  in  progress,  not  so  much  because 
we  believe  in  prophecy,  but  because  we  believe  in  his- 
tory, and  chiefly  because  we  believe  in  God.  He  is  the 
power  that  worketh ;  he  is  the  power  in  ourselves  that 
worketh  for  righteousness  and  for  blessedness! 

"  Though  hearts  brood  o'er  the  past 

Our  eyes  with  smiling  futures  glisten; 
For  lo!    Our  day  rolls  up  the  skies; 

Lean  out  your  souls  and  listen! 
The  world  rolls  freedom's  radiant  way 

And  ripens  with  her  sorrow. 
Keep  heart !  who  bears  the  cross  to-day 

Shall  wear  the  crown  to-morrow!  " 


174     7~/;r  Rclaiioii  of  iJic  Sunday-school  to  Education 


H.  M.  Hamiix,  D.D. 


The  Sunday-school  as  an  Educational  Force 

H.  M.  HAMILL,  B.D. 

Superintendent  of  Teacher  Training,  Methodist  Episcopal  Church,  South 

It  is  a  far  cry  educationally 
from  the  Sunday-school  of  Robert 
Raikes  in  Gloucester  to  one  like 
tliat  of  Marion  Lawrance  in  To- 
ledo, or  of  John  R.  Pepper  in 
Memphis,  or  of  John  Wanamaker 
in  Philadelphia.  I  am  to  trv  to 
sItow  that  the  Sunday-school  has 
1  leen  one  of  the  great  forces  mak- 
ing for  religious  education  in  this 
and  other  lands.  I  want  3'our 
gracious  hearing,  for  I  have  a  diffi- 
cult subject  by  reason  of  confu- 
sion as  to  what  constitiites  an 
educational  force.  What  is  an 
education?  The  word  comes  flippantly  from  men  of 
pretentious  scholarship.  It  is  not  often  defined  by 
men  who  are  capable  of   defining  it. 

Is  it  a  thing  of  knowledge?  Is  it  the  furnished  intel- 
lect? Is  it  polish  of  mind?  Then  the  finest  educated 
man  I  ever  saw  wore  stripes  seven  years  in  an  Illinois 
penitentiary.  Possessor  of  all  the  scholarship  that 
could  be  given  by  a  great  university,  supplemented  by 
post-graduate  study  in  a  foreign  land,  he  came  home 
without  conscience,  but  with  an  intellect  as  keen  as  a 
Damascus  blade,  only  to  commit  forgery  and  pay  the 
penalty  at  hard  labor  for  seven  years  for  his  crime.  Is 
education  primarily  of  heart,  or  of  head?  Is  it  a  mat- 
ter of  brain,  or  of  conscience?  Who  is  the  educated 
man?  The  one  who  knows  all  things  and  is  a  walking 
encyclopedia  in  himself?  Or  is  it  the  one  with  the  heart 
trained  and  cultivated,  with  conscience  qviickened  and 
made  keen  for  the  problems  that  shall  vex  the  after 
life? 


-1//  Ediicatioiud  Force  ly^ 

It  the  education  that  is  meant  in  my  theme  is  the  well- 
rounded  preparation  of  a  man  for  the  duties  and  trials 
and  temptations  of  this  life,  and  for  the  life  beyond,  then 
I  say  to  you  that  the  Sunday-school  stands  second  to  no 
other  force. 

What  is  the  finest  psychological  basis  of  an  education? 
It  is  the  impact  and  contact  of  the  Great  Spirit  that 
formed  man's  body,  mind  and  spirit  with  that  man's 
spirit.  It  is  a  supernatural  force.  It  is  that  the  mighty 
Spirit  who  brooded  over  the  formless  earth  and  fash- 
ioned it  into  a  universe  of  beauty,  who  took  man  out  of 
the  dust  of  the  earth  and  breathed  into  him  a  living 
spirit,  touches  and  informs  that  spirit,  and  by  processes 
known  only  to  himself  enters  into  communion  and  fellow- 
ship with  that  spirit.  I  call  that  the  highest  basis  of 
psychology.  And  the  Sunday-school  is  built  forever 
upon  that  psychological  foundation. 

What  is  the  finest  pedagogic  principle  and  method  to 
apply  to  the  carrying  forward  of  a  system  of  education? 
Is  it  mereh'  alertness  of  mind  upon  the  part  of  the  teacher? 
Is  it  a  thing  of  experience  and  training?  I  think  there 
is  something  deeper  than  that.  When  I  was  a  little 
fellow  I  had  a  teacher,  an  old,  homy-handed  farmer. 
He  had  not  come  upon  a  time  when  the  Isaiahs  were 
to  be  doubted  and  the  Jonahs  were  to  be  cast  out,  and 
when  Hades  was  to  be  made  a  tolerable  winter  resort. 
He  was  innocent  of  that  finer  modem  scholarship  that 
has  come  to  take  away  from  us  the  simple  faith  of  the 
fathers.  But  he  taught  ine  as  a  boy  the  meaning  of 
unselfish.  Christlike  love.  It  was  not  his  skill  as  a 
teacher.  It  was  not  that  he  was  a  fine  Bible  student. 
I  will  tell  you  what  it  was.  Uncle  Isaac  Hill  loved  every 
one  of  his  boys,  and  every  one  of  them  learned  to  love 
him.  hove  was  the  supreme  pedagogic  principle  and 
method  of  that  ancient  Sunday-school  teacher. 

What  is  the  finest  possible  period  of  life  for  beginning 
and  attaining  an  education,  whether  it  be  secular  or 
religious?     The  one  favored  subject  of  all  educational 


176      The  Relation  of  the  Sundav-school  to  Education 

processes  and  systems  is  the  child.  We  have  the  child 
in  the  Sunday-school  from  the  very  cradle.  We  have 
it  v:pon  the  Lord's  Day,  the  pearl  of  days,  the  one  divine 
day.  We  have  the  child  in  the  Church  of  the  living 
God;  and  even  the  little  arabs  of  the  streets  soon  come 
to  look  with  reverence  upon  the  Church.  We  have  the 
close  confidence  and  intimate  fellowship  of  the  Sundav- 
school  teacher  and  his  little  band  of  pupils  in  ever-increas- 
ing affection  and  tenderness.  "In  loco  parentis  "  and 
"  in  loco  Dei,"  as  old  Blackstone  defines  the  teacher; 
which  means  that  we  have  the  finest  possible  occasion 
and  place  and  power  for  carrying  forward  a  S3^stena  of 
education  —  all  refining  and  hallowing  influences  com- 
bining in  that  brief  hour  that  we  call  the  Sunday-school 
session. 

Let  me  ask  another  question,  —  What  is  the  purpose  of 
the  education  given  in  the  Sunday-school?  Is  it  intel- 
lectual? Is  it  fashioning  the  mind?  Is  it  stocking  the 
mind  with  knowledge,  even  though  it  be  God's  Book? 
Is  knowledge,  I  ask  again,  the  objective  of  Sunday- 
school  education?  Not  at  all.  Everything  we  do  in 
Sunday-school  is  but  a  means  to  an  end.  Everything 
the  secular  education  does  is  largely  an  end  in  itself. 
Everything  the  Sundaj^-school  teacher  does  is  for  the 
purpose  of  saving  the  boy  or  girl.  The  Sunday-school 
has  one  mighty  and  ever-present  purpose,  and  that  is 
to  save  souls.  The  Sunday-school  teacher  utterly  fails 
if  he  is  not  making  spiritual  impressions  upon  the  boys 
and  the  girls,  and  turning  their  hearts  and  minds  away 
from  the  follies  and  sins  of  human  nature  by  the  pure 
spirit  and  transforming  power  of  the  gospel  of  God. 

No  man  can  fairly  la}'  upon  the  Sunda3'-school  at  any 
time,  as  an  educational  force,  the  bvirden  of  attempting 
or  doing  anything  more  than  using  God's  holy  Book  as 
best  he  can,  with  the  help  of  the  Holy  Spirit,  for  the  one 
purpose  of  taking  the  child  from  home  or  street  and 
giving  him  what  we  call,  in  old-fashioned  way,  "  re- 
ligion." 


An  Educational  Force  177 

1  do  not  want  to  be  understood  for  a  moment  as  saying 
anything  against  that  kindly  interest,  ever-growing, 
that  college  and  university  men  are  taking  in  the  Sunday- 
school.  But  I  am  saying  something  for  the  benefit  of 
certain  ])retentious  gentlemen  who  are  coming  to  us 
from  time  to  time,  and  through  the  papers  and  upon 
platforms  are  exploiting  an  interest  that  is  certainly 
very  fresh  and  sudden.  They  would  rate  us  side  by 
side,  and  put  us  as  a  Sunday-school  into  even  balances, 
upon  professional  and  pedagogic  grounds,  with  the 
school  that  runs  thirty  hours  a  week,  with  a  great  state 
behind  it,  and  a  compulsory  educational  law  to  enforce 
it ;  with  all  the  paraphernalia  and  apparatus  that  it  needs ; 
with  trained,  capable  teachers  to  carry  forward  its  sys- 
tem of  education ;  with  salaried  gentlemen  of  finest 
scholarship  to  do  the  teaching.  Is  it  fair  for  such  gentle- 
men to  rush  into  print  and  upon  the  platform,  and  find 
fault  with  the  plain  yeomanry  who  come  from  factory 
and  office  and  farm,  and  take  boys  and  girls  an  hour  a 
week,  with  no  other  compulsion  than  that  of  love,  and 
with  little  other  preparation  than  the  love  of  God's  Book 
and  the  hope  to  make  it  the  instrument  of  salvation  to 
those  whom  they  teach?  If  you  do  not  intend  to  come 
in  capricious  spirit  to  inveigh  against  the  Sunday-school, 
I  pray  you  to  be  patient  with  us.  We  have  done,  and  are 
doing,  a  great  work. 

The  education  we  give  is  that  of  the  heart,  not  the 
head.  We  have  stirred  the  hearts  and  turned  about  the 
lives  of  millions  of  boys  and  girls  in  the  jjast  thirt}'  years 
of  the  International  lessons.  If  by  education  3'ou  mean 
the  bringing  of  souls  to  righteousness,  then  you  may 
count  the  sands  of  the  seashore  and  the  stars  above  us, 
and  they  will  be  a  sign  to  you  of  the  boys  and  girls  the 
Sunday-school  has  brought  into  the  Church  of  Jesus 
Christ.  If  you  count  education  by  what  we  are  d<jing 
for  the  homes,  I  say  the  benediction  of  the  Sunday-school 
has  been  and  is  upon  the  American  home  effectually  and 
beautifullv,  and  in  lines  that  no  criticism  can  ever  efface. 


178      The  Relation  c/  the  Siiuday-school  to  Education 

The    Relation   of   the    Sunday-school   to   the  Art   of 
Teaching 

WM.  DOUGLAS  MACKENZIE.  D.D. 

President  Hartford  Theological  Seminary  and  President  Hartford  School  of 
Religious  Pedagogy. 

No  man  can  ask  himself  what  the 
purpose  of  education  is,  and  pursue 
his  inquiry  to  the  end,  without  find- 
ing himself  face  to  face  with  God. 
The  Sunday-school  teacher  comes  to 
his  work  with  one  supreme  end  and 
aim  immediately  in  view.  He  comes 
as  one  who  already  knows  God  and 
lives  face  to  face  with  him,  and  who 
believes  that  there  is  a  way  called 
w.  D.  Mackenzie,  D.D.  the  Gospel  of  Christ,  by  which  every 
child  and  member  of  the  race  can  be 
brought  into  sonship  with  God.  He  believes  that  to 
secure  this  early  in  life  is  to  make  the  lofty  end  of  all 
education  a  glorious  certainty  for  every  child.  The 
question  before  us  is  whether  the  Sunday-school  teacher 
who  aims  at  the  same  result  as  every  true  educator,  but 
who  sees  it  more  clearly  and  can  pursue  it  more  definitely, 
has  anything  to  learn  from  that  study  of  the  art  of 
teaching  which  the  professional  teacher  has  carried  on. 
Is  his  work  in  the  common  task  of  educating  the  young 
to  be  pursued  without  system,  without  knowledge  of  the 
best  methods  of  teaching,  without  any  use  of  that  vast 
experience  which  has  been  growing  up  among  the  ranks 
of  educationists  in  all  modem  lands? 

The  fact  that  the  Sunday-school  teacher  has  for  his 
supreme  aim  the  bringing  of  the  children  to  God  must 
not  obscure  the  other  fact  that  the  means  of  doing  so  is 
not  by  direct  evangelistic  preaching,  but  by  the  teaching 
of  the  Bible.  For  God  has  revealed  himself  in  history, 
and  that  through  a  long  and  elaborate  process  of  self- 
revelation,  and    through  a  marvelous  event   called    the 


Rcladoii  of  Sitinlay-:<clit>ol  l,i  Art  tif  'f'cacln'itii       179 

Tncarnation.  when  the  Son  of  God  was  "  found  in  fashion 
as  a  man."  The  Sunday-school  teacher  is,  therefore,  under 
bonds  not  merely  to  bring  the  children  into  the  presence 
of  God,  but  to  do  so  by  teaching  them  the  most  wonder- 
ful and  beautiful  and  difficult  story  in  the  world.  The 
Bible  record,  which  describes  the  long  process  of  revela- 
tion through  its  various  stages,  from  the  rude  and 
simple  religion  of  a  desert  tribe  to  the  sublime  teachings 
of  the  apostles  about  Jesus  Christ,  is  the  text-book  of  the 
teacher.  But  if  the  Sunday-school  must  teach  the 
noblest  part  of  human  history  from  the  noblest  specimen 
of  literature,  that  means  that  he  is  to  practise  the  art  of 
teaching  for  its  very  highest  end.  Manifestly  it  would 
be  foolish  to  say  that  there  is  nothing  to  learn  about  the 
art  of  teaching  from  those  who  have  given  their  lives  to 
it,  by  those  who  are  only  giving  a  portion,  although  a 
most  valuable  portion,  of  their  energy  and  interest  to  this 
task. 

The  art  of  teaching  involves  the  careful  study  by  the 
teacher  of  three  distinct  topics.  First,  he  has  to  deal 
with  the  nature  of  the  child.  Second,  he  has  to  deal 
with  some  subject  concerning  which  he  is  to  instruct  that 
child.  And  third,  out  of  the  relation  of  these  two  arise 
all  the  problems  regarding  the  method  by  which  that 
subject  can  be  adapted  to  that  child.  The  first  of  these 
three  subjects  is  called  child  psychology.  The  second  of 
these  is,  of  course,  the  particular  subject  with  which  the 
teacher  is  concerned,  - —  history,  or  language,  or  science, 
or  one  of  the  arts,  a  Scripture  story,  or  a  Christian  doc- 
trine, or  a  law  of  conduct.  The  third  subject  is  pedagogy. 
Let  me  say  something  briefly  about  each  of  the.se. 

In  the  first  place,  the  science  of  psychology,  which 
means  the  study  of  the  nature  and  processes  of  the 
human  mind,  has  made  great  strides  during  the  last  half 
century.  The  various  methods  of  oVjservation  which 
have  been  developed  have  combined  to  throw  a  great 
light  upon  many  portions  of  this  field,  which  three 
generations   ago   the   ablest    students   did   not    possess. 


i8o      The  Relation  of  the  Sunday-school  to  Editeatioii 

Perhaps  this  is  most  true  in  regard  to  the  psychology  of 
the  child-life.  Scores  and  hundreds  of  keen  observers  have 
been  gathering  facts  of  all  kinds,  and  watching  with  the 
closest  scrutiny  the  various  stages  in  the  growth  of  the 
human  mind  among  various  races.  It  would  be  foolish 
to  say  that  children  were  never  understood  ttntil  the 
latter  half  of  the  nineteenth  century,  or  that  no  one  ever 
allowed  in  the  education  and  training  of  the  young  for 
the  observance  of  the  natural  stages  of  development. 
This  would  impugn  the  common  sense  of  inankind. 
Even  Plato  based  his  great  scheme  of  education  upon  the 
familiar  fact  that  there  are  stages  through  which  the 
individual  life  passes  from  infancy  to  old  age,  and  that 
alike  the  -jjowers  and  the  interests  of  the  individual  vary 
from  one  stage  to  another.  Nevertheless,  what  a  few 
persons  of  superior  intelligence  possessed  in  the  past  is 
now,  on  the  basis  of  a  wide  induction  of  facts  and  a  fuller 
acquaintance  with  those  facts,  available  for  every  one. 

No  parent  who  can  read  need  now  be  ignorant  of  the 
natural  stages  through  which  his  or  her  child  must  grow. 
Why  certain  interests  should  be  strong  at  one  age  rather 
than  another,  he  may  know.  When  the  love  of  ad- 
venture, or  of  fairyland,  or  of  argument,  or  of  poetry; 
when  the  interest  in  the  problems  of  humanity,  in  the 
condition  of  the  poor,  in  the  claims  of  religion,  should 
most  naturally  assert  themselves,  may  be  known  now 
to  every  one  who  has  to  deal  with  the  young.  Surely  no 
one  will  profess  to  despise  the  enormous  importance  of 
this  knowledge.  Least  of  all  can  the  Sunday-school 
teacher  afford  to  do  so.  For  if  there  are  certain  interests 
which  a  child  of  eight  has  which  a  child  of  eleven  is  apt 
not  to  have,  this  must  affect  alike  those  portions  of  the 
Bible  which  will  prove  both  interesting  and  helpful,  and 
those  aspects  of  the  religious  life  which  will  make  it  real 
instead  of  unreal,  attractive  and  imperative  instead  of 
repulsive  to  these  two  classes.  No  day-school  teacher 
nowadays  can  receive  from  a  high-grade  normal  insti- 
tution  or  colles:e   a   certificate   for  teaching  without   a 


Relation  of  Sunday-school  to  Art  of  Tcachitig      i8i 

study  both  of  general  psycholog}'  and  of  the  psychology 
of  childhood.  This  belongs  to  the  art  of  teaching,  and 
must  be  mastered  by  any  one  who  would  train  the  young 
for  life.  I  would  urge  that  every  Sunday-school  teacher 
who  desires  to  spend  years  in  this  splendid  field  of  service, 
and  especially  the  leaders  and  superintendents  in  Sun- 
day-school work,  should,  as  soon  as  possible,  become 
conversant  with  some  of  the  literature  of  this  subject, 
and  should  seek  to  make  it  real  by  applying  the  prin- 
ciples there  discovered  to  the  separate  classes  and  the 
indi'^udual  children  in  the  Sunday-school. 

But,  in  the  next  place,  we  must  take  account  of  the 
subject  which  is  to  be  taught.  The  subject,  generally 
put,  is  Christianity.  More  particularly  it  is  the  Bible 
as  the  history  of  God's  revelation,  as  the  story  of  those 
persons  and  events  through  whom  he  made  himself 
known,  as  the  word,  therefore,  by  which  to-day  he 
speaks  to  us  all.  I  need  not  dwell  upon  the  fact  that  the 
exhaustive  study  of  the  Bible  has  not  only  produced  a 
crop  of  difficulties,  but  a  vast  harvest  of  good.  There 
are  some  good  people  who  are  more  anxious  about  the 
difficulties  than  grateful  for  the  good.  They  suffer  from 
what  our  psychologists  would  call  the  "  obsession  of 
tmbelief."  They  seem  to  sleep  and  wake  with  the  dread 
lest  the  Bible  or  the  Church  or  the  Gospel  is  going  to  be 
annihilated  before  their  very  eyes.  We  of  this  con- 
ference have,  I  trust,  a  healthier  state  of  mind  than  that. 
To  us  the  Bible  stands  not  as  a  book  on  its  trial,  but  as  a 
great  fountain  of  light  yielding  its  truth.  We  are  not 
afraid  of  any  discovery  of  fact,  even  although  it  change 
our  individual  opinions;  nor  are  we  afraid  lest  any  dis- 
covery of  fact  will  undermine  that  greatest  of  all  facts, 
the  person  and  work  of  our  Lord  Jesus  Christ . 

Now,  under  the  vast  enlargement  of  our  knowledge 
of  the  Bible  and  our  closer  study  of  it,  we  have  become 
aware  of  the  varied  elements  which  it  contains.  We 
refuse  to  confuse  the  Psalms  and  prophecies  and  his- 
tories and  legal  codes  in  the  Old  Testament.     We  refuse 


i82      The  Relation  of  the  Siiuday-sclwol  to  Education 

to  read  the  Bible  as  if  there  were  no  difference  between 
the  Old  and  the  New  Testament,  or  between  an  epistle 
and  a  gospel.  If  God  has  chosen  to  observe  the  differ- 
ence of  times  and  seasons  in  the  revealing  of  himself,  we 
are  not  only  foolish  but  irreverent  if  we  ignore  the  con- 
ditions which  he  has  observed. 

Hence,  the  work  of  the  Sunday-school  teacher  in  our 
day  must  be  like  that  of  every  other  honest  teacher  in  any 
field.  He  must  strive  to  obtain  the  best  light  upon  his 
topic.  The  art  of  teaching  has  for  one  of  its  fundamental 
rules  that  the  teacher  must  not  only  be  barely  acquainted 
with,  but  growingly  interested  in  and  growingly  familiar 
with,  the  topic  which  he  would  teach.  As  soon  as  a  man 
feels  that  he  knows  his  subject  so  thoroughly  that  he 
need  not  study  it  afresh  for  the  next  hour  of  instruction, 
he  has  begun  to  lose  in  that  personal  grip  alike  upon  the 
subject  and  himself  and  his  pupil,  without  which  the 
richer  elements  of  education  can  never  be  realized. 

Hence,  one  is  most  grateful  for  all  those  agencies 
which  the  Sunday-school  world  is  increasingly  using 
for  the  promotion  of  Bible  study  by  Sunday-school 
teachers.  Let  this  good  work  go  on,  and  let  every  effort 
receive  our  sympathy,  wherever  it  is  carried  on,  which 
seeks  to  keep  alive  in  all  Sunday-school  teachers  a  per- 
sonal interest  in  this  field  of  study.  For,  let  me  repeat, 
this  is  the  loftiest  region  with  which  the  human  mind  can 
be  concerned.  The  humblest  student  of  the  Bible  is 
moving  on  the  mountain  peaks.  He  is  dwelling  amid 
the  mightiest  and  purest  forces  that  have  ever  molded 
or  can  ever  mold  the  course  of  human  history.  To  know 
this  Book  of  books  well  is  to  receive  the  major  part  of  a 
true  culture,  and  to  have  become  acquainted  with  what 
is  noblest  and  most  inspiring  in  the  whole  course  of  the 
story  of  man. 

Thirdly,  we  come  to  the  science  and  art  of  pedagogy.  It 
must  be  evident  that  if  the  teacher  has  so  studied  the 
Bible  as  to  have  some  definite  or  adequate  idea  of  the 
variovis   elements   which    compose    it,    and   the   various. 


Relation  oj  Siinday-Siliool  to  Art  oj  Tcachin'^       183 

stages  through  which  Ck)d  revealed  hiniseU'  t(j  Israel  and 
in  Christ,  and  if  the  teacher  has  also  become  acquainted, 
not  only  with  the  general  principles  of  child  psychology, 
but  with  the  particular  stages  and  qualities  of  the  chil- 
dren in  his  own  class,  he  will  then  ask  himself  with  the 
utmost  earnestness  how  he  can  adapt  this  field  of  the 
Bible  to  these  individual  minds.  This  is  the  art  of 
pedagogy.  It  has  its  principles  and  rules,  its  varying 
methods  with  which  every  teacher  must  become  more 
or  less  definitely  familiar  if  his  teaching  is  to  be  efficient. 

Once  more  we  must  recognize  the  fact  that  our  Sun- 
day-schools have  for  long  been  observing  many  of  the 
fundamental  principles  of  a  true  pedagogy.  We  have 
had  our  primary  departments  for  the  least  of  the  little 
ones,  and  we  have  had  our  Bible  classes  for  young  men 
and  women,  and  we  have  for  many  years  in  the  best 
schools  observed  other  differences.  Few  teachers  have 
been  so  stupid  as  to  tell  the  stor}^  of  a  miracle  or  unfold 
the  fight  of  David  and  Goliath  in  exactly  the  same  words 
to  a  child  of  nine  as  to  the  one  of  fifteen. 

But  what  those  of  us  who  plead  for  the  study  of  the 
art  of  teaching  would  urge  is  that  there  is  a  great  dif- 
ference between  the  mere  common-sense  observance  of 
principles  and  that  use  of  them  which  is  attained  by  one 
who  has  studied  them  formally  and  whose  mind  has 
become  familiarized  with  them  in  something  like  a 
scientific  manner.  However  highly  we  estimate  the 
spiritual  work  done  by  Sunday-schools  in  the  past,  — 
and  I  for  one  do  not  join  in  that  clamor  of  contempt 
with  which  some  have  thought  it  well  to  speak  habitually 
of  our  Sunday-schools,  believing  as  I  do  that  the  level  of 
work  and  of  results  has  been  higher  than  the  more  stupid 
defenders  of  new  methods  have  allowed,  —  we  must  yet 
admit  surely  that  our  Sunday-schools  would  be  raised 
far  above  their  present  level  of  efficiency  if  our  Sunday- 
school  teachers,  individually  and  by  personal  study, 
were  made  familiar  with  the  definition  and  application  of 
these  great  principles. 


i84      The  Relation  of  the  Simday-sehool  to  Ediieation 

The  art  of  teaching  is,  when  we  regard  it  calml3^  the 
loftiest  of  all  arts.  He  who  gives  himself  deliberately  to 
this  work  is  fashioning  forms  more  beautiful  than  those 
of  any  sculptor,  and  producing  pictures  more  beautiful 
than  those  of  the  greatest  artist.  More  wonderful  are  his 
products  than  the  poems  of  the  greatest  singers  of  man- 
kind. For  he  who  can  accompany  one  child  after  an- 
other, even  to  scores  and  hundreds  of  them,  through  the 
critical  stages  of  their  development,  and  help  to  mold 
them  for  an  eternal  life,  is  not  only  himself  living  among 
the  noblest  ideals  and  filling  his  heart  with  the  sweetest 
hopes,  but  he  is  teaching  other  hearts  to  hope,  other 
minds  to  see  the  truth,  and  filling  other  lives  with  an 
eternal  song.  Surely  if  there  is  an  art  in  this,  and  if  it  is 
the  loftiest  of  all  arts,  we  who  believe  in  it,  and  love  it, 
we  who  have  given  our  lives  in  any  measure  to  its  jnir- 
suit,  must  set  ourselves  to  know  and  master  its  principles 
and  its  methods.  All  honor  to  those  pioneers  who  here 
and  there  in  recent  times  have  founded  schools  or 
established  institutes  or  gathered  temporary  groups  of 
Sunday-school  teachers  to  try  to  bring  them  into  that 
habit  of  mind  and  state  of  heart  in  which  they  will  wish 
to  know  how  to  teach  and  in  which  they  shall  learn  some- 
thing of  that  literature  and  of  those  principles  which 
constitute  the  enlarging  field  of  this  science.  Let  me 
express  the  hope  that  out  of  this  great  conference  there 
will  go  back  many  leaders  to  many  cities,  in  various 
lands,  determined  to  lift  up  the  Sunday-school  into  the 
conscious  possession  and  exercise  of  this  sublime  art  of 
teaching.  For  when  men  and  women  begin  to  be  mul- 
tiplied in  all  Christian  lands  who  know  the  principles  of 
this  art  and  apply  them  to  the  glorious  story  of  the 
Bible  and  the  gospel  of  Jesus  Christ,  we  may  hope  with 
confidence  to  see  whole  generations  of  children  saved 
from  doubt  and  rebellion  and  sin,  and  brought  as 
naturally  from  their  earliest  years  into  the  faith  and 
kingdom  of  Jesus  Christ  as  the  flowers  in  springtime  from 
the  seed  into  the  sunlight. 


Sttuday-sdiool  and  Public  School 


185 


A.  R.  Taylor,  Ph.D. 


The    Relation    of    the    Sunday-school    to    the    Public 
School 

A.  R.  TAYLOR.  Ph.D. 
President  James  Milliken  University,  Decatur,  III. 

The  relation  of  these  two  great 
institutions  is  easily  discovered  in 
their  origin,  history,  nature,  purpose, 
method  and  spheres.  Our  modem 
jjublic-school  system  traces  its  origin 
and  development  to  the  church 
schools.  The  old  Jewish  schools 
were  organized  in  response  to  the 
demand  for  a  more  formal  and 
systematic  instruction  than  the 
homes  could  give.  It  included  the 
elements  of  reading,  writing  and 
calculating,  the  study  of  the  Scriptures,  Jewish  history, 
Jewish  law  and  rabbinical  teachings.  Everything  taught 
had  its  place  in  the  ethical  and  religious  education  of  the 
child.  The  same  was  true  of  the  schools  of  the  early 
Christian  church,  though  of  course  the  instruction  in- 
cluded the  New  Testament  Scriptures  also.  Both  are 
schools  in  the  proper  sense  of  the  word.  Both  seek  to 
impart  knowledge  and  develop  the  child's  mental 
activities  and  to  fill  it  with  high  ideals  of  life  and  to 
train  it  for  the  proper  discharge  of  its  duties  and 
responsibilities.  Both  are  organized  and  conducted 
on  the  same  plan. 

The  purpose  of  the  education  of  the  individual  child 
has  always  been  threefold,  —  physical,  intellectual  and 
spiritual,  —  the  care  and  culture  of  the  body,  the  de- 
velopment of  the  intellectual  activities  and  the  quicken- 
ing and  enlargement  of  the  spiritual  life.  The  home 
has  ever  devoted  itself  to  the  realization  of  these  objects, 
particularly  of  the  first  named,  and  the  school  has  sel- 
dom lost  sight  of  the  dependence  of  the  spiritual  nature 
upon   sound  bodies    and    sane,    well-balanced    minds 


1 86      TJic  Relation  oj  the  Sitndav-school  to  Education 

Both  theoretically  and  historically  the  truth  has  been 
established  that  the  education  which  ignores  ethical  and 
religious  elements  is  destructive  to  the  state  as  well 
as  to  the  individual.  In  these  days,  no  educational 
creed  which  omitted  morality  and  religion  would  find 
acceptance  in  any  educational  assembly. 

Strictly  speaking,  the  secular  school  limits  itself  to 
the  preparation  of  the  child  for  performing  the  func- 
tions of  the  life  that  now  is,  while  the  Bible  or  Sunday- 
school  has  always  striven  to  prepare  it  both  for  the 
present  life  and  the  life  that  is  to  come. 

As  these  schools  are  dealing  with  the  same  minds,  and 
as  the  general  laws  of  teaching  and  training  are  the  same, 
no  matter  what  the  subject  taught  may  be,  the  methods 
of  instruction  are  much  the  same.  The  methods  of 
approach,  the  points  of  contact,  the  personality  and 
genius  of  the  teacher,  the  perpetuation  of  interest,  the 
arousing  of  class  and  school  loyalty  are  easily  recognized 
as  common  factors  in  promoting  the  life  of  each. 

These  identities  and  similarities  of  origin,  history, 
nature,  purpose  and  method  show  how  closeh"  and 
sympathetically  the  Sunday-school  and  the  day-school 
are  related  in  spirit  and  function.  The  mystery  is  that 
they  .should  ever  have  been  separated  in  either.  The 
doctrine  that  the  church  and  state  must  be  independent 
of  each  other  carries  with  it,  however,  the  exclusion 
of  formal  religious  instruction  in  schools  supported  by 
the  state. 

There  are,  of  course,  certain  fundamental  differences 
between  the  two  schools.  Among  them  are  the  dif- 
ferences in  the  preparation  of  the  two  classes  of  teachers, 
the  subjects  they  teach  and  the  sources  of  the  material 
support  they  receive,  the  amount  of  time  given  to  the 
children,  etc.  On  the  one  hand,  then,  are  the  compactly 
organized  day-schools  with  their  well-trained,  well-paid 
teachers,  their  commodious,  well-equipped  buildings, 
their  great  variety  of  interesting  and  useful  sub- 
jects, their  well-defined  policies,  their  indisputable  hold 


-•     Suiiday-sclhn'l  and  Public  Scliool  187 

on  public  sentiment,  their  stability  and  perpetuity 
guaranteed  by  the  state. 

On  the  other  hand,  are  the  too  frequently  somewhat 
loosely  organized  Sunday-schools,  with  the  more  or 
less  crudely  defined  policies,  with  a  large  proportion  of 
poorly  prepared  teachers,  with  shifting  and  irregular 
classes,  with  a  general  lack  of  sympathy  and  coopera- 
tion on  the  part  of  the  community  and  often  of  the 
church  members  themselves,  with  no  provision  for 
material  support  save  the  voluntary  contributions  of 
friends  and  pupils,  and  with  little  unity  of  spirit  and 
method. 

Behind  the  Sunday-school,  however,  is  the  Church 
of  the  living  God,  and  in  spite  of  its  limitations,  it  has 
never  utterly  lacked  for  intelligent,  consecrated  men 
and  women  in  every  Christian  community,  in  whose 
sight  the  souls  of  the  children  were  more  precious  than 
personal  ease  and  gain.  There  are  also  thousands 
of  superbly  organized  and  magnificently  equipped 
Sunday-schools  throughout  the  land  which  are  suc- 
cessfully demonstrating  their  possibilities  and  accom- 
plishing great  things  for  righteovisness. 

The  same  methods  which  have  so  successfully  ex- 
alted the  place  and  dignity  of  the  ijublic-school  teacher 
have  magnified  the  life  and  the  office  of  the  Sunday- 
school  teacher.  Often  the  former  is  also  a  teacher  in 
the  Sunday-school,  and  thus  the  old  alliance  still  exists 
in  the  personality  of  the  teacher,  if  not  in  the  formal 
organization  of  the  schools.  I'hey  are  not  so  far  apart 
as  many  peoi:)le  imagine,  and  the  practical  question  is, 
how  may  the  old  unity  be  restored  under  the  present 
conditions,  and  how  may  the  work  of  each  be  conducted 
so  as  to  be  reinforcing  that  of  the  other  and  doing  the 
greatest  amount  of  good  for  the  children. 

In  the  first  place,  the  intimate  relationship  in  aim 
and  spirit  as  well  as  the  specific  mission  and  function  of 
each  must  be  clearly  recognized.  In  the  second  place, 
such  a  public  senjtiment  must  be  maintained  that  the 


1 88      The  Relation  of  the  Sunday-school  to  Edncatdon 

supervisors  and  teachers  in  the  public  schools  shall  not 
only  be  qualified  for  their  work  professionally,  but  that 
they  shall  also  be  of  such  tinquestioned  moral  and  re- 
ligious character  that  the  atmosphere  of  the  schoolroom 
shall  ever  be  quickening  the  spiritual  life  of  the  child 
and  confirming  and  reinforcing  the  formal  religious 
instruction  of  the  home  and  the  church;  that  the  litera- 
ture, biography,  history,  music  and  art  of  the  school- 
roqm  shall  be  so  selected  and  so  taught  that  they  will 
ever  be  stimtilating  and  promoting  the  development  of 
the  finer  emotions  and  the  nobler  instincts,  enlarging 
and  animating  the  lives  of  the  children  with  loftier 
ambitions  and  purer  motives. 

In  the  third  place,  the  teachers  in  the  ])ublic  schools 
must  be  enlisted  as  far  as  possible  in  the  work  of  teach- 
ing in  the  Sunday-schools  and  kept  fully  informed  of 
the  work  done  in  them,  and  urged  to  generous  coopera- 
tion in  ethical  and  religious  lines  as  far  as  their  limi- 
tations permit.  In  the  fourth  place,  the  teachers  in 
the  Sunday-schools  must  be  better  prepared  for  their 
calling;  must  be  given  a  clearer  tmderstanding  of  the 
work  which  the  public  schools  are  doing;  must  be 
aroused  to  a  full  sense  of  the  responsibilities  resting 
on  their  shoulders;  all  these  to  the  end  that  the 
teachers  in  both  may  the  more  intelligently  and  ef- 
fectively work  together  for  the  education  and  salvation 
of  the  children  intrusted  to  their  care. 

In  the  fifth  place,  the  fact  must  be  constantly  magni- 
fied that  the  time  of  the  intellectual  enlightenment  of 
the  child  is  also  the.  time  for  his  ethical  and  religious 
enlightenment.  With  the  development  of  the  thinking 
activities  comes  a  corresponding  enlargement  of  his 
emotional  life,  his  affections,  his  desires.  At  the  moment 
of  the  intoxicating  delight  of  the  opening  vision,  and 
in  the  hours  when  new  affections  and  new  impulses  are 
awaiting  sympathetic  direction,  the  presence  of  the 
wise  teacher  is  the  salvation  of  the  child.  The  world 
is   ftdl   of   men   and   women  of   superior   intellectuality 


Sunday-school  ami  Public  School  189 

and  of  large  exi)erience  in  affairs,  who  have  little  or  no 
spiritual  enjoyment,  simply  because  their  religious  con- 
ceptions are  still  those  of  their  early  childhood,  and 
consequently  fail  to  satisfy  the  demands  of  their  mature 
life.  The  cause  of  it  is  in  the  failure  of  the  church 
and  the  Sunday-school  to  keep  in  sympathetic  step  and 
touch  with  them  in  their  intellectual  development  and 
enlarging  vision.  That  is  the  dominant  vantage  element 
in  the  ideal  parochial  school,  and  the  Sunday-school 
will  never  accomplish  its  mission  until  it  is  organized  and 
conducted  in  such  a  way  as  to  be  intelligently  articu- 
lating with  the  public  schools  throughout  the  grades, 
if  not  through  the  secondary  schools  also. 

These  two  classes  of  schools  must  be  recognized  and 
maintained  as  complements  of  each  other  in  the  educa- 
tion of  the  child,  each  fulfilling  its  appropriate  function 
and  each  exalting  and  strengthening  the  work  of  the 
other. 

In  my  opinion,  one  thing  more  is  essential,  —  the  Bible 
must  be  restored  to  its  old  place  on  the  desk  of  ever>' 
schoolmaster.  Education  and  unity  of  action  on  the  part 
of  Christian  people  everywhere  will  soon  bring  it  about. 


W0RK.MEN    BY    THE     Roadside,    Jek  >     ing    the  Sunday-school 

Piujkims,  1004 

{Front  Glimpses  of  Bible  Lands) 


I  go      The  Relation  of  the  Sitiiday-seJiool  to  Education 
Relations  of  the  Sunday-school  to  the  University 

D.  B.  PURINTON,  D.D. 

President  of  West   Virginia   University 

Concrete  relations  presuppose  ab- 
stract relation.  Abstract  relation  is 
a  primary  category  of  being.  It  pre- 
supposes reality,  both  absolute  and 
relative.  Relative  reality  involves 
two  conditions:  namely,  separate, 
concrete  entities,  material  or  im- 
material, personal  or  impersonal ; 
and  a  common  ground  of  compari- 
son between  them.  They  must  have 
D  B  p  R  D  D        similarity  but  not  sameness.     Simple 

identity  is  not  relation  at  all.  In- 
deed, there  can  be  no  relation  whatever  without  at  least 
two  entities  to  be  related. 

The  Sunday-school  may  be  defined  as  an  organization 
of  the  Christian  church  for  the  study  and  teaching  of 
spiritual  truth  and  the  development  of  Christian  char- 
acter. And  the  university,  —  what  sort  of  entity  is  it? 
This  question  is  not  so  easy.  Much  depends  upon  the 
particular  age,  country  or  state  in  which  it  is  to  be 
defined.  There  are  universities  and  universities.  In 
America  it  is  safe  to  say  that  the  university  is  a  chartered 
institution  whose  purpose  is  to  discover  new  truth  and  to 
impart  instruction  in  all  useful  knowledge.  Incidentally, 
and  yet  inevitably,  it  develops  character  likewise. 

If  these  definitions  be  correct,  they  disclose  at  once  a 
basis  of  comparison,  a  common  ground  of  possible 
relation  between  the  entities  thus  defined.  Three  terms 
at  least  appear  in  common;  namely,  truth,  instruction, 
character.  On  the  basis  of  the  substantial  ideas  which 
these  terms  connote,  it  ought  not  to  be  difficult  to  estab- 
lish some  veritable  and  valuable  relations  between  the 
Sunday-school  and  the  university.  If  anything  in 
this  paper  may  contribute  in  any  degree  toward  bringing 


Rclaiious  of  the  Siiu Jay-school  to  the  I'uh'crsity    191 

them  into  open  relation  and  into  avowed  and  brotherly 
cooperation,  its  purpose  will  have  been  accomplished. 
Particularly  am  I  anxious  to  develop  such  relation  and 
cooperation  between  the  Sunday-school  and  the  state 
university,  so-called.  And  this  for  three  reasons.  In  the 
first  place,  the  state  university  is  becoming  more  and 
more  the  typical,  representative  institution  of  liberal 
learning  in  America.  In  the  second  place,  the  number 
and  influence  of  such  universities  are  constantly  increas- 
ing. There  are  now  in  the  United  States  about  fifty  of 
these  institutions,  with  five  thousand  instructors  and 
more  than  sixty  thousand  students.  In  the  third  place, 
there  is  an  opinion  somewhat  prevalent  in  certain  quar- 
ters that  state  institutions  neither  have  nor  ought  to 
have  anything  whatever  to  do  with  matters  religious  or 
spiritual.  If  it  can  be  shown  that  this  opinion  is  erro- 
neous, and  that  certain  essential  and  useful  relations 
exist  or  ought  to  exist  between  the  Sunday-school  and 
the  state  university,  the  argument  thus  developed  will 
apply  with  added  force  to  universities  under  private  or 
denominational  control,  and  indeed  to  all  universities  of 
any  sort  whatsoever. 

The  Sunday-school  and  the  state  university  1  These, 
then,  are  the  segregated  entities  between  which  com- 
parison is  to  be  made.  The  task  seems  a  hopeless  one, 
at  least  to  the  ordinary  view  of  the  average  citizen. 
Possibly  it  may  so  appear  likewise  even  to  the  broader, 
more  sympathetic  view  of  some  of  you  in  whose  presence 
it  is  now  undertaken.  And  yet,  as  already  intimated, 
there  are  at  least  three  aspects  in  which  the  Sunday- 
school  and  the  state  university  seem  to  agree.  Both  are 
truth-seekers,  both  instructors,  both  character-builders. 

It  maybe  granted  that  the  truth  in  which  the  Sunday- 
school  is  specially  interested  is  of  a  particular  variety, 
namely,  spiritual  or  religious  truth.  It  may  also  be 
granted  that  this  particular  kind  of  truth  is  not  of 
special  interest  to  the  state  university.  But  it  remains 
to  be  noticed  that  the  area  of  the  genuine  university  — 


192      The  Relation  of  tlic  Sunday-school  to  Kdiication 

be  it  state  university  or  otherwise  —  is  no  less  than  the 
entire  realm  of  truth.  It  seeks  all  truth.  As  its  name 
implies,  it  is  a  u-niverse-itj,  taking  in  the  whole  universe 
of  being  and  of  knowledge.  No  reality  is  foreign  to  its 
purpose.  This  evidently  includes  religious  entities  along 
with  all  others.  As  truth-seekers,  therefore,  the  Sunday- 
school  and  the  university  have  a  large  area  of  com- 
mon ground,  giving  rise  to  many  useful  and  suggestive 
relations. 

Again,  the  same  may  be  said  of  them  as  character- 
builders.  For  the  essentials  of  human  character  are 
much  the  same  everywhere  and  however  developed ; 
whether  approached  from  the  secular  or  from  the 
religious  side,  it  matters  not.  Among  these  essentials 
may  be  named  the  following:  docility  of  spirit, 
obedience  to  truth,  firmness  of  conviction,  strength  of 
will,  tenderness  of  conscience,  purity  of  heart  and 
probity  of  life.  In  these  at  least  the  Sunday-school  and 
the  university  perfectly  agree.  They  likewise  agree  in 
the  following  propositions: 

1.  Truth  is  for  the  mind  r/hat  food  is  for  the  body, 
and  must  be  sov:ght  and  held  at  any  cost. 

2.  Love  is  for  the  heart  what  truth  is  for  the  mind. 

3.  Character  includes  both  heart  and  mind,  and  hence 
depends  upon  love  and  truth  alike. 

4.  Character  determines  conduct.  What  a  man  is,  is 
vastly  more  important  than  what  he  believes  or  what 
he  does. 

5.  It  is  the  heart  after  all  that  determines  character; 
hence  the  things  of  the  spirit  are  paramount. 

In  a  third  aspect  some  striking  relations  between  the 
Sunday-school  and  the  university  may  readily  be  found. 

The  work  of  instruction  in  the  state  university  should 
have  four  characteristics:  it  should  be  altruistic,  demo- 
cratic, cyclopedic,  pedagogic. 

I.  First,  it  is  to  be  altruistic.  The  university  does 
not  exist  to  and  for  itself.  It  is  not  an  end  in  itself.  It 
is   onlv    a    means    to    a    "reater   end.      It    is    merelv  an 


Rclaliotis  of  the  Sunday-school  to  the  University    193 

implement  of  the  state,  fashioned  and  wielded  by  the 
state.  And  all  implements  are  but  secondary.  The 
ax,  the  saw,  the  hammer,  the  engine,  the  loom,  the  dy- 
namo, exist  not  for  themselves;  they  are  only  imple- 
ments of  work,  transmitters  of  material  force.  Even 
so  the  university  is  simply  a  transmitter  of  intellect- 
ual and  moral   force. 

2.  Again,  the  work  of  instruction  in  the  state  uni- 
versity is  to  be  democratic.  It  is  for  the  people,  for  all 
the  people.  It  is  for  the  many,  not  for  the  favored  few; 
for  the  myriad  masses,  not  for  the  cloistered  classes. 
Supported  by  the  entire  state,  the  university  is  the 
property  of  the  entire  state. 

This  great  principle  was  first  politically  recognized 
in  an  act  of  the  United  States  Congress,  known  as  the 
"  Land  Grant  Act  of  1862,"  by  which  some  ten  million 
acres  of  the  ])ublic  domain  were  to  be  distributed  to  the 
several  states,  in  order  to  bring  the  boon  of  liberal 
learning  within  the  reach  of  the  industrial  classes,  and 
at  such  moderate  cost  as  to  exclude  none,  not  even  the 
poorest,  from  its  ample  benefits.  This  act  I  regard  as 
beyond  all  comparison  the  most  significant  legislation 
ever  enacted  in  any  country  along  the  line  of  universal 
liberal  education.  Thenceforth  all  state  universities 
at  least  are  and  must  be  tnily  democratic  in  their  spirit 
and  in  their  work.  Every  thought  of  intellectual  self- 
righteousness  or  of  social  exclusiveness  is  forever  cast  out. 

3.  But  further,  the  state  university  should  be  cyclo- 
pedic in  its  work  of  instruction.  As  it  should  instruct 
all  citizens  who  apply,  so  likewise  it  should  offer  instruc- 
tion on  all  subjects  useful  to  the  citizens  who  apply.  I 
am  quite  aware  that  this  principle  may  be  challenged 
by  some  educators.  Certainly  it  involves  an  immense 
responsibility  on  the  part  of  the  university.  And  yet 
I  can  but  think  that  the  principle  is  correct  and  that 
the  responsibility  must  be  met  as  far  and  as  fast  as  the 
demand  develops  and  the  means  at  hand  justify.  If  the 
state  should  instruct  the  lawyer,  the  doctor,  the  teacher, 


194     TJic  Relation  oj  the  !>niida\'-scliool  to  Education 

the  farmer,  the  engineer,  it  should  likewise  instruct  the 
mason,  the  bricklayer,  the  carpenter,  the  blacksmith, 
the  weaver  and,  indeed,  "  the  butcher,  the  baker  and  the 
candlestick-maker."  There  is  absolutely  no  place  to 
stop.  If  the  state  shall  rightfully  undertake  to  train 
some  of  her  sons  for  useful  service,  she  must  pass  her 
favors  around  the  entire  family  with  the  strictest 
maternal  impartiality.  Domestic  justice  can  be  sat- 
isfied with  nothing  less. 

4.  Once  more,  —  the  university  instruction  niust  be 
pedagogic.  And  this  term  is  here  used  in  its  etymo- 
logical sense.  The  university  should  be  a  pedagogue, 
7ra£5a'yw76s  —  a  youth-leader.  Among  the  ancient 
Greeks,  you  remember,  it  was  the  office  of  the  7rat5a7W76s 
to  lead  the  youth  under  his  care  to  the  person  and  the 
place  where  new  truth  was  to  be  found.  Even  so  is  the 
university  a  iroi5a7a;7<Ss,  a  youth-leader  and  inspirer  in 
all  reasonable  realms  of  new  truth  and  useful  knowledge. 

Now  these  four  characteristics  of  university  instruc- 
tion are  by  no  means  foreign  to  the  work  of  the  Sunday- 
school.  Indeed,  three  of  them  are  essential  to  it.  For 
most  certainly  the  spirit  of  the  Sunday-school  is  in- 
tensely altruistic.  It  works  unselfishly  and  untiringly 
for  the  good  of  others.  It  is  likewise  democratic.  It 
knows  no  distinctions  of  high  or  low,  rich  or  poor,  weak 
or  strong,  learned  or  ignorant.  And  it  is  preeminently 
pedagogic.  Indeed,  the  Sunday-school  is  the  blessed 
■Trai5a7w76s  of  Christendom.  It  is  never  so  happy  as 
when  telling  the  story  that  is  old  but  ever  new,  and 
leading  its  needy  youth  into  that  realm  of  new  truth  — 
divinely  great  and  wonderful  —  the  kingdom  of  God. 

If  the  foregoing  observations  be  at  all  correct,  it 
follows  that  the  relation  of  the  Sunday-school  to  the 
university  should  be  that  of  mutual  helpfulness  and 
regard.  Such  relation  can  be  maintained  upon  the  part 
of  the  Sunday-school  in  two  ways:  first,  by  seeing  to  it 
that  vmiversity  students  are  well  grounded  in  spiritual 
truth  and  favorably  disposed  to  the  work  of  the  church 


Relations  of  the  Stoiday-school  to  the  University    195 

before  they  enter  the  university  life;  and,  secondly, 
by  furnishing  religious  instruction,  the  best  and  most 
attractive  possible,  at  all  places  where  university  students 
are  actually  living  the  university  life. 

On  the  other  hand,  the  university  may  maintain  a 
relation  of  great  helpfulness  to  the  Sunday-school  by 
instructing  its  instructors,  and  equipping  its  workers  in 
the  best  modem  methods  of  teaching,  organization  and 
school  management.  This  can  properly  be  done  by  all 
imiversities,  non-sectarian  and  state  universities  not 
excepted.  I  am  quite  aware  that  this  statement  will  be 
challenged  in  some  quarters.  And  in  other  quarters  it 
will  be  lightly  dismissed  as  a  barren  theory,  true  enough 
in  itself,  but  utterly  impossible  in  practice. 

It  may  not  be  amiss,  therefore,  before  closing  this 
discussion,  to  explain  my  meaning  by  making  brief 
reference  to  a  practical  illustration  of  it.  The  illustra- 
tion happens  to  have  come  under  my  own  personal 
observation.  I  refer  to  the  recent  establishment  of  a 
School  of  Methods  for  Sunday-school  Workers  in  the 
state  university  of  West  Virginia.  For  some  years  the 
university  has  maintained  a  department  of  education 
and  a  summer  school  for  teachers.  A  little  more  than  a 
year  ago,  it  occurred  to  the  authorities  of  the  university 
that  the  thousands  of  Sunday-school  teachers  through- 
out the  state,  whose  work  makes  for  virtue  and  righteous- 
ness among  the  citizens,  ought  to  be  provided  for  quite 
as  much  as  the  secular  teachers  of  the  commonwealth. 
Accordingly  the  School  of  Methods  was  organized,  and 
its  first  session  was  opened  a  year  ago  last  Monday. 
It  was  successful  even  beyond  expectation.  With  but 
little  time  for  previous  announcement,  it  drew  together 
between  one  and  two  hundred  Sunday-school  workers,  all 
of  whom  were  delighted  both  with  the  idea  and  with  the 
methods  of  realizing  it.  The  university  engaged  the 
best  instructors  and  lecturers  that  could  be  found  in 
several  of  the  states  as  specialists  in  primary  and  in- 
termediate  work,  teacher  training,  school  organization 


196      TJic  Relation  of  the  Siuiday-scliool  to  Education 

and  management,  the  home  department,  soul- winning, 
blackboard  work,  Sunday-school  music  and  other  depart- 
ments of  vital  importance  to  the  work.  The  second 
session  will  be  opened  on  Monday  next,  when  it  is  ex- 
pected that  several  hundred  Sunday-school  workers  will 
be  in  attendance  from  all  parts  of  West  Virginia,  as  well 
as  from  some  other  states.  And  henceforth  the  School 
of  Methods  for  Sunday-school  Workers  is  to  be  a  per- 
manent department  of  the  university  work. 

This  is  a  new  and  unique  thing  in  America,  no  state 
university  ever  having  attempted  it  before.  It  is  there- 
fore thought  worthy  of  mention  from  this  platform  and 
in  presence  of  the  great  Sunday-school  leaders  of  the 
American  continent. 

In  all  civilized  countries  the  golden  age  has  been  the 
dream  of  philosophers,  the  melody  of  the  muses,  the 
vision  of  seers,  the  song  of  poets.  In  many  countries, 
historians  tell  us,  the  golden  age  has  already  come  and 
gone, —  in  Egypt  under  Rameses  the  Great,  in  Palestine 
under  Solomon,  in  Greece  under  Pericles,  in  Rome 
under  Augustus,  in  France  under  Louis  XIV,  in  England 
under  Queen  Elizabeth.  But  the  golden  age  of  America 
is  yet  to  come.  The  fathers  have  not  monopolized  it 
here.  It  is  within  the  power  and  privilege  of  the  present 
generation  to  hasten  its  approach.  Let  the  moral  might 
and  spiritual  energy  of  the  American  Sunday-school  — 
the  best  on  earth  —  and  the  intellectual  force  of  the 
American  university  —  soon  to  become  the  best  on 
earth  —  be  once  united  in  bonds  of  holy  wedlock  never 
to  be  broken,  and  the  millennial  march  of  our  golden  age 
will  hasten  on  apace. 

Let  there  be  no  unwise  alliance  between  church  and 
state,  but  on  this  high  and  holy  ground  of  mutual  under- 
standing and  voluntary  cooiDeration  let  mind  and  spirit 
work  together  in  the  common  cause  of  enlightenment 
and  redemption.  And  let  it  come  to  pass,  in  the  near 
future,  that  every  state  university  in  all  America  shall 
have  some  honorable  part  in  the  glorious  consummation. 


Sunday-school  and  the  M  it  lister's  Training        197 
The  Sunday-school  and  the  Minister's  Training 

GEORGE    B.  STEWART,  D.D. 

President  Auburn   Theological  Seminary 

There  is  no  single  part  of  a  min- 
ister's work  more  important  than 
the  Sunday-school.  This  appears, 
no  matter  from  what  angle  you  view 
the  Sunday-school.  If  you  look  at 
the  school  as  the  weekly  assembly 
of  the  children  and  youth  of  the 
parish,  you  cannot  fail  to  see  what 
a  superb  opportunity  stich  an  assem- 
bly gives  the  minister  for  coming 
into  the  closest  and  most  influential 
G.  B.  Stewart,  D.D.  relations  with  a  conspicuously  sig- 
nificant element  in  his  congregation.  If  you  regard  the 
school  as  an  organized  agency  within  his  parish  for 
the  religious  education  of  his  people,  and  mainly  of  the 
young  people,  you  will  immediately  perceive  that  such 
an  organization  offers  him  a  great  opportunity  to  dis- 
charge in  a  most  effective  way  one  of  his  high  func- 
tions, his  teaching  function. 

If  you  regard  the  parish  school  as  but  an  integral 
factor  of  a  vast  movement  in  process  in  the  minister's 
own  denomination  and  in  all  denominations,  your  im- 
agination is  soon  aglow  with  the  vision  of  the  marvellous 
possibilities  for  imparting  religious  instruction  and  for 
building  Christian  character,  which  it,  as  a  well- 
organized  and  wisely-directed  movement  for  religious 
instruction,  opens  before  the  Christian  ministry.  It 
is,  therefore,  no  undue  emphasis  which  some  of  us 
place  upon  this  portion  of  the  minister's  work.  It  can- 
not well  be  unduly  magnified. 

\\'hen  the  minister  is  in  preparation  for  his  life-work, 
he  ought  to  have  ample  preparation  for  this  important 
sphere  of  his  ministry.  This  is  only  another  way  of 
saying  that  the  Sunday-school  should  have  a  large  place 


198      Tlic  Relation  of  tJic  Siinday-school  io  Education 

in  the  curriculum  of  the  theological  seminary.  That  it 
has  found  only  recently  its  proper  place  in  the  work  of 
some  seminaries  and  is  still  practically  barred  from  its 
place  in  other  seminaries  must  not  be  charged  entirely 
against  the  seminaries.  These  institutions  are  fairly 
representative  of  the  church,  and  if  they  have  not  yet 
given  the  Sunday-school  its  place  in  their  halls,  they  are 
only  a  little,  if  any,  behind  the  church  in  regard  for 
this  great  arm  of  the  church.  It  inust  be  admitted  b}' 
the  severest  critic  of  the  seminary  that  it  is  only  recently 
that  the  church  has  said  she  wanted  her  ministers 
trained  for  this  work;  it  was  only  yesterday  that  she 
came  to  think  enough  of  the  Sunday-school  to  feel  that 
the  minister  ought  to  be  an  expert  in  its  work.  Fur- 
thermore, the  church  is  asking  the  seminaries,  in  this 
matter,  to  make  bricks  without  straw.  It  is  doubtless 
the  case  that  every  seminary  would  only  be  too  will- 
ing to  give  adequate  instruction  in  this  department 
if  it  -were  furnished  with  the  equipment.  But  the 
church  is  slow  to  improve  the  equipment  of  the  semi- 
naries. 

It  would  appear  that  the  church  thinks  she  has  done 
her  full  duty  toward  the  seminaries  when  she  has  criti- 
cised them  for  their  backwardness  in  this  matter,  when 
in  simple  fact  it  is  her  duty  to  see  that  all  of  the  semi- 
naries are  provided  with  funds  sufficient  to  enable  them 
to  give  the  fullest  instruction  along  these  important 
lines.  That  the  minister  may  be  properly  prepared  for 
his  duties  in  the  Sunday-school  he  must  receive  instruc- 
tion in  four  great  subjects: 

I.  He  must  be  instructed  regarding  the  pastor's  place 
in  the  Sunday-school  and  the  duties  growing  out  of  it. 
He  is  pastor  of  the  school,  and,  by  virtue  of  his  relation 
to  his  church,  he  is  in  charge  of  this  large  and  fruitful 
field.  His  relation  to  the  superintendent,  teachers  and 
scholars,  his  opportunities,  responsibilities,  powers, 
should  all  be  put  before  him,  so  that  when  he  goes  to  his 
parish  he  may  know  what  he  ought  to  do  for  and  with 


Sunday-School  and  tJic  Mi'jiistcr's  Tramiiig        199 

and  in  his  school  in  order  to  be  a  useful  and  faithftil 
pastor. 

2.  He  must  be  instructed  in  Sunday-school  organi- 
zation. This  involves  a  study  of  the  history  of  the 
Sunday-school  movement ;  fundamental  idea  of  the 
school,  its  organization,  its  discipline  in  the  large  sense, 
its  worship,  its  curriculum,  its  instruction.  It  also  in- 
volves preparation  wisely  to  attack  the  problems  of  the 
local  school  of  which  he  is  to  become  pastor,  and  effect- 
ively to  lead  it  to  the  realization  of  its  highest  ideals. 
He  must  be  made  acquainted  with  the  Sunday-school  in 
the  large  and  in  the  small,  with  what  the  school  actually 
is  and  what  it  may  be  made  to  be  under  skillful  and 
intelligent  leadership. 

3.  He  must  be  instructed  in  educational  psychology. 
This  rather  technical  term  covers  a  large  domain  of 
necessary  study  for  any  man  who  is  to  be  a  teacher  and 
a  teacher  of  teachers,  as  every  pastor  ought  to  be.  He 
must  know  the  child  mind,  the  laws  of  its  development, 
its  avenues  of  approach,  its  springs  of  action,  and  the 
factors  that  enter  into  conduct  and  character.  This  is 
a  comparatively  new  field  of  study,  and  it  has  suffered 
the  fate  of  all  new  fields  of  study:  the  faddist  and  the 
extremist  have  done  their  utmost  to  make  it  ridiculous. 
Nevertheless,  it  is  susceptible  of  scientific  investigation, 
and  already  has  yielded  many  important  results.  No 
man  who  is  to  guide  and  develop  the  religiovis  educa- 
tional forces  in  a  parish  can  afford  to  be  ignorant  of 
this  growing  scientific  study  of  the  child  from  the  point 
of  view  of  the  educator.  He  must  have  a  full  and  usa- 
ble knowledge  of  the  Sunday-school  pupil. 

4.  He  must  be  instructed  in  the  art  of  pedagogy.  It 
is  entirely  possible  to  apply  to  Bible  teaching  the  prin- 
ciples and  practices  of  scientific  pedagogy.  The  theo- 
logical student  ought  to  be  taught  what  these  principles 
and  practices  are,  and  he  ought  to  be  taught  their 
application  to  the  Sunday-school.  This  is  training  in 
method ;    but    method    cannot    be    despised    when    it 


200      Tlic  Rclatiou  of  flic  Sitlldav-scJiool  to  Education 

concerns  so  delicate  and  vital  a  matter  as  bringing  to- 
gether the  truth  of  the  Bible  and  the  mind  of  the  child, 
with  the  intent  that  the  truth  shall  be  effective  in  con- 
trolling conduct  and  maturing  character.  The  divinity 
student  is  to  be  trained  in  the  fine  art  of  teaching.  He 
is  "  to  be  apt  to  teach"  ;  for  this  we  have  high  author- 
ity, and  for  it  there  is  a  great  and  cr3'ing  need.  He  is  to 
know  what  good  teaching  is  and  how  to  train  teachers 
to  teach,  for  he  is  the  chief  teacher  in  his  parish  school. 

These  are  the  four  courses  that  the  modern  Sunday- 
school  has  added  to  the  curriculum  of  the  theological 
seminary,  and  now  requires  every  man  to  pursue,  who 
would  be  prepared  to  do  his  parish  work.  The  pastor 
must  know  his  place  in  the  school,  he  must  know  his 
school,  he  must  know  his  child,  and  he  must  know  his 
method.  I  may  be  pardoned  for  saying  that  at  Auburn 
we  are  giving  instruction  along  these  four  lines  and  pre- 
paring to  a  gratifying  degree  our  students  for  this  great 
feature  of  their  subsequent  work  in  their  parishes. 

No  minister  may  now  neglect  his  Sunday-school,  or 
count  as  a  slight  obligation  his  duty  towards  it.  The 
conditions  of  modern  life  lay  upon  the  Church  and  the 
ministry  a  large  responsibility  for  the  moral  and  religious 
education  of  our  youth.  This  responsibility  may  not 
be  met  by  the  ministry  without  thorough,  scientific 
instruction  of  the  divinity  student  in  this  va.st  de]:)art- 
ment  of  church  work,  and  along  these  four  lines  which 
are  indicated  above. 


Relation  of  the  Teacher  to  the  Ciirriculuiu 


The  Relation  of  the  Teacher  to  the  Curriculum 

Prof.  MARTIN    G.  BRUMBAUGH,  Ph.D. 

DcparUr.ry-   rf  I'cda^ogy,    L'nivcrstiy  oi  Pennsylvania 

Thk  center  of  the  educational 
world  is  the  teacher.  The  light  of 
his  life  is  the  transforming  and  illumi- 
nating influence  so  essential  to  the 
opening  soul  of  the  child.  No  other 
agent  or  agency  is  in  any  adequate 
way  comparable  to  the  teacher. 
Emerson  was  profoundly  wise  in 
declaring  to  his  daughter  that  he.* 
cared  little  concerning  what  college 
M.  G.  Brlmbaugh,  Ph.D.  she  attended,  but  much  concerning 
what  teachers  she  had.  Garfield 
counted  the  life  of  his  pious-souled  old  teacher  — 
Mark  Hopkins  —  the  best  university.  Everywhere 
thoughtful  men  have  testified  that  as  the  teacher  is, 
so  is  the  school,  and  what  the  teacher  is  determines 
what  the  pupil  may  become.  Teaching  is  a  process  in- 
volving the  contact  of  life  with  life.  The  full,  rich  life 
of  a  trained  teacher  meets  the  meager,  unformed  life  of 
the  pupil,  and  the  gifts  of  the  one  become  the  posses- 
sion of  the  other.  Teachers  endow  their  pupils  with 
enrichment  of  soul.  God  has  so  constituted  the  human 
soul  that  it  grows  by  contact  with  other  souls. 

The  equipment  of  the  teacher  includes  both  a  logical 
and  a  psychological  element.  On  the  logical  side,  it 
demands  that  the  teacher  shall  possess  an  ordered  array 
of  important  data,  such  data  as  may  fairly  be  considered 
the  necessary  knowledge  with  which  to  furnish  a  human 
spirit.  On  the  psychological  side,  it  demands  that  the 
teacher  shall  possess  an  insight  into  soul-growth,  such 
insight  as  may  fairly  be  considered  the  necessary  equip- 
ment with  which  to  develop  all  the  powers  of  the  human 
spirit.  Our  older  pedagog>^  laid  most  stress  upon  the 
former ;  our  present  pedagogy  lays  most  stress  upon  the 


202      The  Relation  of  the  Siinday-schoo!  to  Education 

latter.  The  older  pedagogy  asked  what  the  teacher 
knew,  as  if  mere  knowledge  of  a  careftilly  constructed 
curriculum  were  sufficient  guaranty  for  satisfactory  re- 
sults in  teaching.  The  present  pedagogy  asks  what  the 
teacher  can  do,  and  is  not  content  to  store  the  mind 
with  facts,  but  insists  upon  furnishing  the  soul  with 
fully  developed  powers.  The  emphasis  of  the  older  was 
upon  the  curricukim.  The  emphasis  of  the  newer  is 
upon  the  pupils'  expanding  powers  of  soul. 

The  pedagogy  of  the  Christian  school  must  press  the 
equipment  of  the  teacher  yet  one  remove  less  from  the 
soul  of  the  child.  The  Christian  teacher  must  under- 
stand that  he  teaches  more  by  his  life  than  by  his 
thoughts,  his  words  or  his  deeds.  The  question  of  the 
true  teacher  in  God's  school  is  not  "  What  do  I  know?  " 
nor  yet  "  What  can  I  do?  "  but  always  and  emphati- 
cally, "  What  am  I  ?"  To  know  is  good.  To  do  is 
better.     To  be  is  best.     "  Be  ye,  therefore,  perfect, 

EVEN  .\S  YOUR  FATHER  WHICH  IS  IN  HE.WEN  IS  PER- 
FECT "  is  the  standard  set  for  all  teachers  by  the  Ideal 
Teacher. 

The  transcendent  need  of  the  Sunday-school  is  teach- 
ers, —  teachers  who  know  the  truth,  who  honor  it  by 
living  it,  who  glorify  it  by  being  the  truth.  Again  the 
Ideal  Teacher  declares,  "  /  am  the  truth."  The  Church 
as  a  whole  is  never  so  secure  as  when  it  is  fostered  by 
an  ideal  clergy.  It  is  never  so  weak  as  when  it  must 
endure  an  unworthy  priesthood.  The  Sunday-school  is 
never  so  securely  progressive  and  gloriously  triumphant 
as  when  it  is  administered  by  ideal  teachers.  It  is  never 
so  weak,  so  hopeless,  so  useless,  as  when  it  must  endure 
the  incubus  of  inefficient  teachers.  The  teacher  is  both 
light  and  life  to  the  budding  powers  of  the  young  sotd. 

In  a  large  city,  with  a  curriculum  of  merit  equal  to 
the  best,  there  are  many  miserable  schools.  The  fatilt 
is  in  the  teachers.  In  another  city,  with  an  imperfect 
curriculum,  there  are  many  excellent  schools.  The 
excellence   is  due  to  the  teachers.     Poor  te^achers  will 


Relation  of  the  Teacher  to  the  Cnrricnliiui  20,^ 

miserably  fail  with  the  best  curriculum.  Good  teachers 
will  triumph  in  spite  of  the  curriculum.  The  funda- 
mental reason  for  these  assertions  lies  in  the  fact  that 
mastery  of  any  curriculum  is  never  the  end  of  the  teach- 
ing process.  This  is  not  declaring  that  a  good  curricu- 
lum is  inferior  to  a  poor  curriculum.  No  sane  mind 
could  defend  such  a  premise.  But  it  is  declaring  with 
an  unequivocal  voice  that  the  teacher  is  more  than  the 
curriculum,  just  as  the  life  is  more  than  meat,  and  the 
body  more  than  raiment. 

If,  then,  we  are  to  take  up  the  true  reform  of  the 
Sunday-school,  we  must  raise  our  banners  and  wage  a 
vigorous  warfare  for  thoroughly  fitted  teachers.  Xor 
will  we  make  progress  by  devoting  our  time  and  our 
energies  to  such  minor  purposes  —  valuable  as  these 
may  be  —  as  school  architecture,  class  appliances, 
graded  lessons  and  kindred  concerns  that  are  important, 
no  doubt,  but  that  are  not  for  a  moment  to  be  counted 
as  of  prime  significance  in  the  light  of  our  dominant  need. 

But,  says  an  earnest  protester,  is  it  not  essential 
that  we  should  have  the  best  materials,  organized  in  the 
best  order,  if  we  are  to  accomplish  high  purposes?  This 
is  undeniably  important,  but  let  us  never  forget  that 
it  is  the  teacher  behind  the  course  of  study  that  wins 
the  victories  of  the  cross.  Let  us,  first  of  all,  concen- 
trate our  efforts  upon  the  making  of  good  teachers,  and 
all  these  minor  matters  will  in  due  time  be  added  unto 
us.  Our  chief  business  is  to  equip  each  class  in  the  Sun- 
day-school with  a  superb  teacher.  We  have  every- 
where in  the  Christian  world  capable  material  out  of 
which  to  make  such  teachers.  Why  not  make  the  seri- 
ous and  foremost  purj^ose  of  this  association  the  task 
of  making  good  teachers? 

The  fundamental  function  of  the  National  Educa- 
tional Association  is  that  of  improving  the  quality  of 
teaching  in  all  grades  of  schools.  Let  us  hold  to  the 
same  ideals  for  this  great  International  Sunday-school 
Convention.     There    should    be    in    every    convenient 


20S      The  Relation  of  tJic  Sunday-school  to  Education 

center  a  class  of  young  men  and  women  under  training 
to  become  teachers  in  the  Sunday-school.  The  ministry 
even"«"here  should  plead  for  a  high  type  of  Christian 
character  devoted  seriously  to  the  business  of  teaching 
in  the  Stmday-school.  We  should  hold  the  place  in 
such  regard  that  men  and  women  would  esteem  it  a 
privilege  to  teach.  It  is  now  the  pride  of  a  man's  life 
that  he  is  a  law\-er,  a  doctor,  a  missionarA*,  a  dentist, 
a  minister.  Why  not  exalt  the  work  of  teaching  in 
Christ's  school  to  the  standard  that  wovdd  make  men 
proud  to  record  the  fact,  "  I  am  a  teacher  in  the  Sunda}-- 
school  '■? 

A  great  teacher  is  great  in  soulftil  worth.  He  is  rich 
in  attributes  of  the  kingdom.  He  passes  the  test  set 
for  Peter.  He  loves  Jesus  Christ  more  than  he  loves  all 
else.  His  ability  and  his  right  to  teach  in  His  name 
are  alike  conditioned  upon  his  love  for  childhood 
in  Christ.  The  best  lover  is  the  best  feeder.  The 
measure  of  one's  power  to  teach  is  the  measure  of 
one's  love  for  Him.  We  want  trained  teachers  whose 
hearts  and  heads  alike  are  illumined  by  the  Christ 
life. 

Knowledge  is  never  an  end  in  the  educational  process. 
All  knowledge  must  be  transmuted  into  conduct  before 
it  can  in  any  adequate  way  be  regarded  as  of  worth. 
The  transmuting  of  knowledge,  through  feeling,  into 
conduct  is  the  work  of  fine  teaching.  Knowledge  is 
power.  But  teaching  is  not  only  developing  power,  but 
it  is  guiding  power  to  right  ends.  The  wise  teacher 
understands  that  inspiration  is  worth  more,  vastly  more, 
than  information.  He  will  be  more  concerned  over 
the  quality  of  soul  he  develops  than  he  is  over  the 
quantity  or  quality  of  knowledge  he  imparts.  He 
understands  also  that  a  consecrated  spirit  is  worth 
more  than  a  graded  cvuTrictdum. 

A  graded  course  of  study  is  an  ordered  complex  of 
many  subjects  of  study.  An}'  attempt  to  organize  the 
materials  of  education  into  an  orderlv  ajrav  must  first 


Relation  of  the  Tcailnr  to  tlic  Ciirriculuiit  205 

and  always  select  some  one  dominant  subject  of  study 
as  the  center  of  concern.  Around  this  center  must  be 
grouped  all  related  knowledge.  This  center  of  corre- 
lation   for   the    secular   school    is   variously   designated. 

For  the  Sunday-school,  no  such  confusion  of  centers 
is  possible.  There  is  only  one  possible  center, — the 
Bible.  It  is  of  transcendent  interest,  and  it  should  be 
used  in  every  grade  of  the  Sunday-school.  In  every 
grade,  for  every  lesson,  let  us  keep  the  Bible  in  the  hands 
of  our  boys  and  girls,  and  its  saving  words  in  their  souls. 
Upon  this  basis  we  may  wisely  grade  our  teaching  and 
adapt  our  lessons  to  the  capacity  of  each. 

It  is  my  abiding  conviction  that  the  recitation  is  the 
focus  of  all  pedagogic  possibilities.  The  recitation  is 
the  teacher's  opportunity.  To  meet  the  pupil  bare  of 
knowledge  is  unfortunate.  To  meet  the  pupil  lean  of 
soul  is  fatal.  A  consecrated  teacher  is  worth  much  more 
than  a  graded  curriculum.  Such  a  teacher  becomes  a 
living  epistle  of  the  Master,  known  and  read  of  all  pupils. 

Finally,  it  is  to  be  borne  in  mind  that  no  course  of 
study  for  the  Sunday-school  has  virtue  in  and  of  itself. 
Its  merit  is  to  be  found  in  the  function  it  is  made  to 
assume  by  the  teacher.  The  finest  graded  materials 
in  the  hands  of  an  unskilled  teacher  will  not  enrich  human 
souls.  In  short,  all  transforming  and  reforming  power  is 
wisely  given  by  the  divine  wisdom  to  living  agencies. 

To  gaze  and  to  read  will  not  develop  souls.  There 
must  be  a  trained  guide  whose  experience  and  whose 
education  alike  fit  him  to  put  purpose  into  the  gazing 
and  meaning  into  the  reading.  That  guide  is  the 
teacher.  God  commits  his  children  to  teachers;  be 
they  parents  or  state  agents  or  church  agents,  it  is  all 
one,  the  function  is  the  same.  To  be  a  man,  man  must 
be  educated.  To  be  a  child  of  the  King,  each  one  must 
be  led  carefully,  patiently,  skillfully  and  steadily  by  a 
wise  leader  to  the  foot  of  the  throne  and,  inspired  by  the 
leading,  there  to  bow  and  cry,  "  Holy,  holy,  Lord  God 
Almighty!  " 


2o6      The  Relation  of  the  Sunday-school  to  Education 


R.  A.  Falconer,  LL.D. 


Teacher  Training 

ROBERT   A.  FALCONER,  LL.D.,  Litt.  D. 

Principal  Presbyterian  Theological  College,  and  Convener  of   Teacher  Train- 
ing Classes  of  the  Presbyterian  Church  of  Canada 

Those  who  teach  in  the  day- 
school  and  in  the  Stindav-school 
belong  for  the  most  part  to  the 
great  multitude  who  hold  an  un- 
assuming, if  not  "  a  silent  station 
in  this  beauteous  world."  On 
this  continent  we  are  still  far 
from  giving  them  their  meed  of 
honor,  and  yet  the  leaders  in 
the  noble  band  of  teachers  are 
surpassed  by  few  in  intelligence 
and  character,  while  for  shaping 
the  plastic  mind  of  youth  into 
its  permanent  form  only  the 
parents  can  outstrip  them  in 
their    opportunity. 

Unfortunately  for  us  we  often  neglect  to  appraise  our 
human  faculties  and  virtues  at  their  true  values.  The 
world  has  been  slow  to  take  Jesus  in  earnest  when  he 
said,  "  The  meek  shall  inherit  the  earth  " ;  nor  can  it  be 
said  that  this  other  word  of  wisdom,  so  similar  in  spirit, 
has  yet  been  laid  to  heart:  "  Take  heed  that  ye  despise 
not  one  of  these  little  ones;  for  I  say  unto  you  that  in 
heaven  their  angelsdo  always beholdthe  face  of  my  Father 
which  is  in  heaven."  They  must  verily  be  chaste  souls 
who  are  in  the  keeping  of  God  himself.  May  it  be  that 
the  smile  of  a  child  is  a  flash  from  the  Father's  counte- 
nance, as  he  beholds  it  with  pleasvire  even  in  this  earthly 
habitation  ? 

The  training  of  the  teacher  is  a  supreme  obligation. 
To  begin  with,  one  may  remark  that  it  is  a  most  elusive 
task.  Who  would  presume  to  say  that  if  a  teacher  does 
thus  and  thus,  lo!    he  is  turned  out  an  eflficient  guide 


Tcathcr  Training  207 

for  youth?  But  there  arc  deji^rees,  —  excellent,  good, 
lair,  in(]ifferent.  Some  from  all  these  classes  are  found 
in  our  Sunday-schools.  The  aim  of  a  teacher-training 
course  is  to  seek  by  hints  on  method,  and  instruction  in 
Scripture,  to  turn  the  good  into  the  excellent,  the  fair 
into  the  good,  and  the  indifferent  into  the  fair.  Two 
assumptions  we  always  make,  —  that  some  teachers  are 
born  teachers,  and  that  a  good  will  and  patience  may 
in  time  work  wonders  even  with  the  poorly  endcjwed 
instructor. 

(i.)  There  must  be  grades  in  any  complete  course  of 
teacher  training.  I  was  very  much  pleased  to  hear 
from  Dr.  Schauffler's  report  on  the  International  Lesson 
Committee  that  they  recommend  an  optional  advanced 
course,  thus  making  three  grades  of  lessons  possible  for 
our  schools. 

One  would  not  feel  justified  in  laying  down  the  prin- 
ciple that  a  teacher-training  course  must  follow  with 
precision  the  grades  into  which  the  scholars  may  be 
divided,  for  there  are  common  truths  which  every 
teacher  should  know ;  and  the  difference  between  the 
equipment  of  teachers  is  not  so  much  in  the  subject 
matter  as  in  the  relative  emphasis. 

This  being  premised,  we  must  also  bear  in  mind  that 
men  and  women  have  aptitudes  for  dealing  with  chil- 
dren of  different  ages.  An  excellent  teacher  of  the  infant 
class  may  be  a  failure  with  a  Bible  class,  while  many 
excellent  people  of  fine  natural  sympathies  may  suit 
interniediate  grades,  but  not  th(;  primary  nor  the '  more 
advanced.  When  our  courses  are  complete  we  shall 
therefore  adapt  our  training  to  the  special  equipment 
required. 

(2.)  To  all  grades  of  teachers  we  have  a  right  to 
give  a  knowledge  of  the  child-mind,  and  as  arising  out 
of  that,  the  best  means  of  approach  to  .it.  I  spoke  of 
the  child  as  being  like  the  sea,  so  infinite  is  the  variety 
of  children's  natures.  But  there  are  clearly  defined  laws 
of  mind  and  character,  no  less  trustworthy  than  those 


2o8      The  Relation  of  the  Sunday-scliool  to  Education 

to  which  the  mariner  commits  himself  with  confidence. 
A  child  is  not  a  complete  enigma.  The  characteristics 
of  the  past  are  repeated  from  age  to  age.  Parents  appear 
again  in  their  sons  and  daughters.  Family  and  national 
features  are  a  part  of  our  inheritance  for  weal  or  for  woe. 
Xoble  birth  is  no  less  a  blessing  than  evil  parentage  is 
a  curse.  So  it  comes  about  that  psychology  approxi- 
mates to  an  exact  science ;  and  the  study  of  child  nature 
is  as  important  as  that  of  any  other  department  of  the 
human  mind. 

The  teacher  should  know  what  to  expect  in  children; 
how  their  thoughts  work;  how  their  T)Owers  of  imagi- 
nation and  imitation  may  be  employed  to  the  best  ad- 
vantage. This  knowledge  of  child  nature  easily  passes 
into  knowledge  of  how  to  approach  the  child.  His  soul 
is  not  hidden  away  like  Lhassa.  the  capital  of  Tibet, 
inaccessible  to  all  but  an  expedition  scientifically  en- 
gineered and  equipped  with  the  apparatus  of  hostile 
invasion.  The  child-spirit  runs  forth  to  welcome  you 
on  its  threshold,  when  you  come  as  a  prudent  and  sym- 
pathetic friend.  So  we  provide  the  teacher  with  in- 
struction as  to  the  way  in  which  the  boy's  or  the  girl's 
mind  m.ay  be  supposed  to  grow;  what  kinds  of  subjects 
are  likely  to  attract  most  interest  at  different  ages ;  what 
is  the  probable  strength  or  weakness  of  character  in 
child  or  adolescent  growth;  and,  therefore,  the  most 
effective  spiritual  ctilture  at  each  stage. 

These  outline  facts  should  be  known  bv  ever\-  intelli- 
gent teacher.  But  additional  training  might  be  supplied 
in  any  thoroughly  designed  course  the  better  to  furnish 
forth  the  teacher  of  each  grade,  primar}-,  intermediate, 
or  adolescent.  We  need  not.  however,  expect  too  much 
from  such  knowledge.  Over-elaboration  may  occasion 
more  perils  than  those  into  which  ignorance  blunders. 
All  the  help  that  even  a  very  intelligent  teacher  requires 
in  this  wa\'  may  be  put  into  small  compass. 

The  Sunday-school  teacher  is  not  a  student  of  anatomy, 
dissecting  a  body  which  is  built  upon  an  exact  system 


Teach  •■  T"-  jhiin^  209 

of  bones,  muscles  and  nerves.  The  teacher  is  studying 
a  li\*ing  soul.  We  set  the  cJhild  in  the  midst  and  study 
him.  Rote,  rule,  precept  are  useful  by  way  of  hinting, 
merely  brief  extracts  from  the  inherited  discipline  of 
huinan  life,  to  supply  us  with  suggestion  as  to  how  to 
deal  with  this  boy  or  that  girl.  That  is  all.  Our  teacher- 
course  must  lay  upon  the  average  and  perhaf)s  diffident 
teacher  a  bnrden  wbjch  is  at  once  hea\'>'  and  stimulating. 
There  is  the  boy  —  study  him ;  find  out  his  interests ; 
be  patient  with  him  in  his  extravagance  and  boisterous- 
ness :  have  sympathy  with  him  in  his  temptations.  We 
merely  point  you  such  and  such  sign-pwsts  which  science 
and  experience  have  set  up  for  us.  as  being  the  most 
likely  road  by  which  the  sympathetic  teacher  may  enter 
the  boy's  heart. 

(3.)  The  good  teacher  must  have  a  competent  reser\-e 
of  knowledge.  A  bright  class  will  soon  recognize  whether 
the  teacher  has  a  sufficient  rest,  and  if  not,  they  will 
make  a  run  on  it  and  seek  to  damage  your  credit.  The 
secret  of  good  teaching  lies  not  only  in  the  art  of  impart- 
ing, but  before  that  is  the  art  of  selecting.  To  pick  out 
the  main  idea,  and  then  so  to  group  arotmd  it  the  differ- 
ent facts  as  to  make  it  prominent,  is  a  function  of  the 
true  teacher.  But  this  implies  no  inconsiderable  knowl- 
edge. 

You  may  fill  your  memor\'  full  of  details  as  to  the 
tabernacle  or  the  ritual  system  of  Israel,  and  fail  to  grasp 
wh\-  that  tabernacle  or  ritiial  was  established.  You 
may  know  the  dates  of  the  kings  of  Israel  and  Judah 
and  the  order  of  the  prophets  in  the  English,  nay.  in  the 
Hebrew  and  Septuagint  versions,  and  yet  have  never 
tmderstood  what  the  unique  mission  of  the  prophet  was. 
nor  the  message  of  Israel  to  the  world.  You  may  know 
the  probable  dates  of  the  life  of  our  I>ord,  the  institutions 
and  sects  of  the  Jewish  world,  and  the  places  of  the 
books  in  the  Xew  Testament  canon,  and  ha\'e  little  con- 
ception of  the  religious  ideas  and  moral  dxTiamic  of  that 
age  withal. 


2IO     The  Relation  of  the  Sunday-school  to  Education 

So  I  regard  it  as  a  primary  qualification  in  any  teacher- 
training  course  worth  the  name,  that  the  facts  of  Scrip- 
ture presented  should  shed  light  on  the  central  truths 
of  the  Bible. 

Even  the  simplest  teacher-training  course  should  pro- 
vide succulent  facts  on  which  mind  and  heart  can  be 
noun?h?d.  Every  teacher  ought  to  know  why  the 
BiV)le  was  written.  He  should  know  what  Israel  did 
for  the  world  —  how  God  spoke  to  his  people  by  prophet, 
historian,  law-giver,  psalmist  and  wise  man  —  and  why 
Israel  failed.  He  should  know  the  general  cause  of 
Christ's  life;  the  chief  things  he  taught  and  did;  what  he 
claimed  to  be;  in  a  word,  the  purpose  of  his  life.  He 
should  know  what  his  disciples  thought  of  him;  how 
he  became  the  soul  of  their  life ;  how  a  new  society  was 
created ;  what  a  noble  life  was  there  ;  how  thev  overcame 
the  world ;  what  salvation  they  enjoj'ed,  and  their  hope 
for  the  future. 

Do  not  let  us  imagine  that  this  is  too  formidable.  These 
truths  are  simple.  In  fact  they  are  the  elemental  truths 
of  our  religion,  simple  and  few,  yet  inexhaustibly  rich. 

In  a  good  teacher's  course  we  therefore  expect  such 
a  plain  outline  of  Scripture  truth  as  will  show  the  purpose 
of  the  books,  and  the  place  they  hold  in  the  revelation 
of  God.  The  teacher  should  know  how  the  veins  of 
the  rock  run,  so  that  he  may  pierce  down  and  bring  the 
pupil  to  a  spring  of  living  water. 

There  is  much  scope  for  gradation  in  Scripture  knowl- 
edge. Primary  teachers  require  more  intimate  acqiiaint- 
ance  with  some  aspects  of  Scripture ;  advanced  teachers  of 
others.  But  perhaps  at  present  we  may  be  content  with 
courses  that  suit  the  average,  provided  they  help  them 
to  realize  that  the  Bible  is  a  living  Book. 

How  many  of  us  take  a  book  of  the  New  Testament  and 
read  it  as  a  whole?  Our  views  of  the  life  of  Christ  are 
scrappy.  What  do  we  know  of  the  Epistles  in  the  light 
of  the  intense  life  from  which  they  took  their  birth? 
The  age  was  stormy.     Fierce  spirits  rode  upon  the  gales, 


Tcaclicr  Train i}i^  211 

and  threatened  to  submerge  the  Church  of  the  living 
God.  But  he  kept  it  safe,  and  the  salvation  which  the 
Church  then  enjoyed  becomes  vivid  tones  in  these  pages, 
so  that  we  too  may  delight  in  it  in  our  calmer  times. 
Let  our  teachers  catch  the  spirit  of  these  books. 

(4.)  A  teacher  should  have  an  intelligent  view  of  Scrip- 
ture truth  as  a  whole,  those  great  facts  of  God,  —  Christ, 
man  and  reconciliation,  life  in  the  Spirit,  and  the  future, 
—  which  we  may  call  the  sum  of  saving  knowledge. 
A  system  coordinates  his  knowledge,  helps  him  to  in- 
terpret his  own  religious  experience,  and  to  understand 
the  Scriptures  more  intelligently.  Bible  truth  has  a 
svmmetrical  though  progressive  wholeness.  Just  here 
is  the  field  to  be  exploited  by  the  individual  denomina- 
tion. The  teacher  ought  to  know  the  peculiar  w^itness 
that  his  own  Church  has  borne  to  the  truth,  and  holding 
to  it  in  love,  to  give  an  intelligent  testimony  thereto. 
But  the  range  in  doctrine,  practice,  worship  and  history 
is  so  wide  that  it  would  be  unwise  to  enter  upon  it  now. 

(5.)  Above  all,  ever\'  course  should  emphasize  the  per- 
sonalitv  of  the  teacher  as  the  measure  of  the  effectiveness 
of  results.  The  course  is  to  develop  the  teacher,  not  in 
his  own  Christian  life,  but  so  that  he  may  guide  the  child 
into  the  truth.  It  almost  goes  without  saying  that  unless 
his  Christian  life  flows  full  and  clear  from  the  living 
Christ,  the  teacher  can  do  little  for  the  child;  but  the 
course  must  keep  in  view  the  child  beyond  the  teacher, 
so  the  fundamental  law  of  the  kingdom  is  again  found 
to  be  true.  The  teacher  must  die  to  self,  lest  he  cause 
one  of  these  little  ones  to  perish ;  but  he  will  find  his  life 
again  as  he  leads  them  into  the  Kingdom. 

(6.)  Finally,  I  cherish  the  hope  that  the  day  is  not  far 
distant  when  the  colleges  and  seminaries  of  our  churches 
will  recognize  the  supreme  importance  of  this  discipline, 
and  will  provide,  either  by  extensive  lectures,  or  by 
special  courses  in  the  curriculum,  such  a  training  as  will 
do  for  the  teacher  in  some  measure  what  is  now  done 
for  the  prospective  minister  of  the  gospel. 


212      TJic  Relation  of  the  Sunday-school  to  Education 


Rev.  E.  B.  Allen 


The  Army  of  the  Future ;  or,  After  Enlistment,  What  ? 

Rev.  ERNEST  BOURNER  ALLEN 

This  great  convention  is  a  council 
of  war.  Under  the  eye  of  the  great 
Commander  are  met  the  cohorts  of 
the  King.  From  every  city  and 
hamlet,  ever}'  state  and  province, 
have  gathered  the  picked  legionaries 
of  the  Imperial  army.  Before  them 
stretches,  in  imagination,  the  great 
world  field.  The  battle  is  on.  What 
the  outcome  will  be  no  loyal  soldier 
of  the  King  can  question.  The  day 
is  coming  when  every  knee  shall 
bow  and  when  the  knowledge  of  Jehovah  shall  fill  the 
earth  as  the  waters  cover  the  sea. 

This  vast  world-army  of  more  than  25,000,000  in  the 
Sunday-schools  of  Christendom  is  moving  steadily  for- 
ward. The  majority  of  them  will  surely  enlist,  in  the 
providence  of  God,  under  the  banner  of  Jesus  Christ, 
our  Lord.  It  is  one  thing  to  enlist.  It  is  another  thing 
to  train  the  raw  recruit  so  that  he  shall  be  an  efficient 
unit  in  the  work  for  the  world's  redemption.  We  have 
need  not  only  to  ivin  this  generation  for  Jesus  Christ, 
but  we  have  likewise  the  splendid  and  stupendous  task 
of  setting  this  generation  at  work.  Well  begun  is  half 
done.  A  generation  won  is  an  army  recruited.  Now 
for  the  task  of  training. 

To  the  primary  war  cry  of  evangelism,  we  must  ever 
add  the  war  cry  of  ediication.  The  work  of  grace 
begun  in  the  soul,  the  groivth  of  grace  and  knowledge 
must  be  steadily  fostered.  Decision  days  we  must 
have  —  the}^  a^e  indispensable.  Developing  days  we 
must  likewise  have,  if  our  youth  are  to  remain  stead- 
fast and  not  be  swept  away  by  "  every  wind  of  doctnne, 
by  the  sleight  of  men,  in  craftiness,  after  the  wiles  of 
error." 


77/1-  Army  of  the  Future  213 

If  any  man  could  tell  just  what  is  to  come  after  the 
enlistment  of  our  youth  in  the  army  of  the  Lord,  he 
would  have  answered  every  problem  that  arises  in  the 
Sunday-school  world.  The  character  of  our  lessons; 
the  development  of  missionary  knowledge  and  enthu- 
siasm ;  the  conserving  of  our  denominational  life ;  and 
the  cultivation  of  the  future,  —  all  of  these  are  involved 
in  the  drill  which  follows  enlistment. 

The  Sunday-school  of  to-day  is  the  church  of  to- 
morrow. What  kind  of  a  church  will  it  be?  The  school's 
influence  upon  that  church  is  almost  as  final  as  it  is 
fruitful.  What  will  that  church  of  to-morrow  believe 
about  the  Sunday-school?  What  will  it  know  and  be- 
lieve regarding  the  great  missionary  enterprises  of  the 
church  and  Kingdom?  What  will  it  do  about  the  great 
ethical,  humanitarian  and  patriotic  needs  of  society 
to-day  ? 

In  some  way  these  fundamental  duties  of  the  Christian 
church  must  be  taught  the  church  in  embryo,  as  it  exists 
in  the  Sunday-school.  All  the  great  ideas  which  they 
carry  with  them  through  life  must  be  wrought  into  their 
being  before  they  are  thirty.  If  they  have  not  ade- 
quate ideas  of  the  church,  of  Christian  doctrine  and 
deed,  we  shall  find  that  the  church  of  to-morrow  is  weak 
and  inefficient.  Churches  are  known  by  the  Sunday- 
schools  they  maintain.  Sunday-schools  are  known  by 
the  churches  they  foster  and  feed. 

There  are  four  things  in  which  the  army  of  the  future 
must  be  drilled : 

I.   Denomixationwl   Loyalty 
Each  denomination  stands  for  some  phase  of  truth 
which   needs   perpetual    emphasis.     Men    respect   other 
denominations    in    proportion    as    they    appreciate    the 
significance  of  their  own. 

It  will  not  be  an  impossible  thing  in  hundreds  of 
teachers'  meetings  for  the  pastor  to  present  phases  of 
the  denominational   historv  which  could  be  utilized  in 


214      The  Relation  of  the  Sunday-school  to  Education 

Sabbath-school  teaching.  Every  church  has  its  mis- 
sionary martyrs  and  heroes. 

Out  of  denominational  loyalty  springs  more  generous 
support  for  our  missionary  organizations.  It  is  a  stu- 
pendous fact  that  hundreds  of  thousands  of  dollars  are 
given  yearly  by  worthy  though  uninformed  Christian 
people  for  causes  and  institutions  which  have  no  adequate 
polic3%  no  organization  of  stability. 

The  mystic  letters  which  represent  the  names  of  our 
missionary  boards  should  be  translated  to  our  scholars  and 
made  living  realities.  Some  of  them  give  very  ignorantlv 
for  a  while  to  things  which  mean  no  more  to  them  than 
X,  Y,  Z,  simply  because  they  are  asked  to  do  it.  When 
they  are  older,  they  stop.  This  would  not  be  so  bad  if 
the  opportunity  to  educate  and  interest  them  in  our 
missionary  work  was  not  practically  lost. 

Furthermore,  excellent  Christian  people  are  giving 
too  much  to  unauthorized  solicitors  and  independent 
organizations.  It  is  not  long  since  a  man  came  to  this 
country  from  Turkey,  pretending  to  be  raising  money 
for  a  school  there.  That  .man  married  an  American 
wife,  spent  his  summers  at  Bar  Harbor,  lived  at  an 
annual  expenditure  of  over  S4.000,  while  the  little  school 
across  the  water  received  about  Si 50.  He  deceived  our 
churches  and  schools  and  diverted  their  money  out  of 
stable  and  intelligently  administered  denominational 
channels  into  his  own  pocket.  Xinety-six  per  cent  of 
what  he  raised  he  spent  on  himself,  whereas  any  one  of 
our  great  denominational  missionary  boards  would  have 
reversed  the  percentage,  used  but  7  per  cent  for  ad- 
ministrative expenses  and  sent  93  per  cent  to  the  field, 
besides  looking  after  it  continuously. 

Perhaps  no  one  fully  realizes  how  much  the  missionary 
spirit  needs  development  to-day!  We  who  were  on 
the  great  cruise  to  Jerusalem  have  had  our  vision.  If  the 
church  of  to-morrow,  the  army  of  the  future,  fulfills  the 
great  commission,  it  must  be  stirred  through  the  present 
generation  in  the  Sunday-school.     Are  you  alive  to  your 


The  Army  of  the  Future  215 

great  opportunity?  The  vital  missionary  interest  must 
begin  with  you. 

Here  lies  our  opportunity  to  enlist  recruits  for  the 
great  missionary  work  of  the  church  for  the  Kingdom. 
It  was  a  question  by  a  Sunday-school  teacher,  after  a 
missionary  sermon,  to  a  boy  of  six  or  seven  years  of 
age,  that  helped  much  to  give  Robert  E.  Speer  to  his 
great  work  as  foreign  missionary  secretary  of  the  Pres- 
byterian Board.  The  question  of  a  missionary,  as  he 
laid  his  hand  upon  a  little  boy's  head,  gave  Coleridge 
Patterson  as  a  missionary  to  New  Zealand.  The  teacher 
who  is  not  an  enthusiast,  at  least  a  friend,  of  missions, 
is  far  helow  the  grade  we  need. 

Robert  Morrison,  the  distinguished  missionary  to 
China,  was  picked  —  a  priceless  jewel  —  out  of  the  filth 
of  the  street  and  welcomed  to  the  home  and  class  of  a 
faithful  teacher.  She  loved  his  unattractive  soul  into 
life  and  training  and  service.  Hundreds  of  teachers 
can  do  a  similar  work  if  they  believe  in  the  missionary 
command  and  realize  that  they  are  molding  the  senti- 
ment of  the  church  of  the  future  upon  the  marching 
orders  of  the  King. 

II.  Doctrinal  Furnishing 
We  cannot  ignore  that  psychological  period  in  the  life 
of  youth  when  he  is  taking  apart  the  old  framework  of 
his  belief  and  putting  it  together  again  to  suit  himself. 
It  is  better  so,  if  he  is  helped  at  this  crisis.  Henry 
Drummond  was  right  when  he  said  that  in  every  man's 
life  there  are  three  periods:  First,  the  j^eriod  of  position, 
when  he  accepts  practically  everything  that  is  said  to 
him  without  question.  He  is  (juite  contented  to  take 
his  mother's  belief  for  his  own.  The  second  period, 
however,  is  one  of  opposition.  In  this  j^riod  the  youth 
doubts  much  or  all  that  was  ever  taught  him.  He  is 
ready  to  deny  the  simplest  and  the  most  fundamental 
things.  He  may  go  to  the  very  depths  of  despair  in 
his  doubt  or  shipwreck  all  the  traditional  beliefs  of  his 


2i6     The  Relation  of  the  Sunday-school  to  Education 

life.  It  will  depend  somewhat  upon  his  temperament 
and  his  teacher. 

There  comes  a  third  epoch  in  the  life  of  youth  which 
Dn.:mmond  has  called  the  era  of  composition.  Now  he 
is  putting  things  together.  He  knows  the  joy  of  building 
a  belief.  He  is  gathering  his  materials  from  every  belief 
under  heaven  and  from  every  life  he  meets.  We  must 
be  ready  for  this  constructive  period  and  place  mate- 
rials within  his  reach.  Doctrine  has  its  place  in  the  life 
of  the  soul,  and  many  millions  mark  out,  before  they 
are  twenty,  the  doctrines  by  which  they  live  for  fifty 
years  or  more.  It  is  a  big  business,  therefore,  for  the 
teacher  to  help  in  this  crisis. 

The  startling  success  of  some  fads  and  fancies  in  reli- 
gious life  to-day  arises  from  the  dearth  of  doctrinal 
teaching.  The  problem  of  advanced  lessons  for  our 
Sunday-schools  lies  right  here.  Every  lesson  affords 
some  opportunity  for  doctrinal  development.  It  would 
be  a  help  to  thousands  upon  thousands  of  teachers  to 
enter  upon  a  course  of  doctrinal  study  themselves,  not 
because  they  are  tmfaithful  or  fruitless  teachers,  but 
they  would  be  helped  to  see  just  what  they  are  trying 
to  bring  to  others.  Distorted  fragments  of  biblical 
teaching  are  to  be  found  in  a  score  of  sects,  isms  and 
phenomenally  large  organizations,  exploited  by  the 
genius  of  a  man  or  a  woman  through  emphasis  upon 
some  neglected  but  popular  segment  of  Christian  doc- 
trine. We  must  guard  the  future  and  protect  from 
shipwreck  the  present  generation  by  a  sane  and  syste- 
matic endeavor  to  make  clear  and  distinct  the  doctrines 
of  the  Lord  and  the  Book. 

III.  Devotional  Habits 
It  is  possible  to  cultivate  the  great  virtues  of  rever- 
ence, of  prayerfulness  and  of  meditation  eVen  in  busy 
and  boisterous  youth.  Every  school  must  cooperate 
with  the  church  in  the  development  of  devotional  habits. 
Any  adequate  training  of  our  youth  must  include  training 


T)ic  Ar))iy  of  the  Future  217 

in  church  attendance,  for  the  Sunday-school  of  to-day 
is  training  the  church-going  people  of  to-morrow.  The 
message  of  the  minister  has  a  place  in  the  development 
of  our  youth. 

You  must  see  to  it,  teachers,  that  you  give  the  cliurch 
her  opportunity  in  training  the  child  of  to-day.  Are 
you  at  church  regularly?  Is  your  class  there?  Do  you 
■ever  sit  with  them?  Do  you  ever  fit  the  sermon  into 
yovir  teaching?  The  Sunday-school  has  its  unrivaled, 
unparalleled  function,  but  it  is  not  a  church.  We  must 
get  our  youth  in  touch  with  the  church,  in  worship,  in 
work,  in  sympathy,  during  these  strategic,  never-return- 
ing years,  when  habit  and  opinion  are  formed. 

Everything  that  has  been  said  about  denominational 
loyalty,  doctrinal  furnishing  and  the  cultivation  of  the 
devotional  habit  may  be  attained  in  that  ideal  Sab- 
bath-school which  is  yoked  with  the  church  to  receive 
instruction  and  service  along  these  lines. 

I\'.    Deeds  of    Evangelism,   Patriotism   and 
Beneficence 

While  our  youth  are  enjoying  their  Sunday-school 
privileges,  it  is  easy  to  remind  them  that  for  every  child 
in  the  Sunday-school  there  is  another  child  outside. 
What  are  we  doing  to  reach  him?  Let  us  stir  the  evan- 
gelistic ardor  and  train  its  expression  in  the  lives  of  our 
pupils.  If  every  one  inside  found  and  helped  one  out- 
side, how  this  old  continent  would  be  roused  before  the 
year  ends.  Is  your  school,  your  section  of  the  army, 
lined  up  for  conquest?  Some  of  our  Christian  army 
find  it  hard  to  engage  in  the  hand-to-hand  work  which 
steadily  wins  men.  They  never  tried  it  in  youth.  This 
spirit  of  personal  evangelism  we  can  cultivate  to-day. 

The  army  of  the  future  can  be  trained  in  patriotism. 
It  is  needed  to  covmteract  the  spirit  of  commercialism, 
of  office-seeking  for  the  sake  of  graft,  which  stalks 
abroad  to-day.  Its  typical  battle-field  may  be  fovmd  in 
waging  war  on  that  personification  of  greed,  crime  and 


2i8     The  Relation  of  the  Smiday-school  to  Education 

destruction,  —  the  saloon  as  an  institution.  Temperance 
Sunday  is  a  great  day  of  patriotism,  a  day  of  appeal 
for  a  declaration  of  independence.  Instruction  in  the 
method  and  meaning  of  civil  government  fall  quite 
within  the  province  of  the  teacher  whose  eyes  are  open 
to  the  political  manipulation  by  the  forces  of  evil  of  all 
our  cherished  ideals  of  life,  libert}^  and  happiness. 

There  is  no  factor  in  God's  universe  so  full  of  tremen- 
dous power  to  shape  the  Church  of  the  living  God  in  th.e 
next  generation,  in  its  missionary  service,  its  doctrinal 
ideals  and  its  noble  patriotism,  as  the  Sunday-school 
whose  ranks  to-day  enroll  the  army  of  the  future.  What 
the  Church  of  to-morrow  becomes,  therefore,  will  be 
largely  due  to  what  we  build  into  it  to-day. 


\ 


^B?' 

^U 

1 

^^s 

V- 

i 

K 

i 

1 

■'3vm 

'^''  """Ak    -'-. 

V 

r   '%ii 

i 

'    ■      y 

1 

Bethlehem   Woman 
{From  Glimpses  of  Bible  Lands) 


RcfcrcULC  in  the  ."^iiiiday-^cliool  219 

Reverence   in   the   Sunday-school 

ELSON  I.  REXFORD,  M.A.,  LL.D. 

Principal  Diocrsaii   Theological  College,  Montreal,  Que. 

"1  The     fundamental     ideas     under- 

lying the  religious  sentiment  among 
men  are  "  dependence,  fellowship 
and  progress."  Of  these,  the  feeling 
of  dependence  appears  the  most 
primitive.  And  as  the  religious 
development  of  the  child  corresponds 
in  many  respects  with  the  religious 
development  of  a  people,  the  earli- 
E.  I.  Rexford,  m.a.  est  religious  sentiments  of  the  child 
take  the  form  of  a  sense  of  depend- 
ence. This  rudimentary  religious  sentiment  requires 
to  be  stimulated,  nourished  and  developed  by  providing 
for  its  expression  in  prayer,  praise  and  thanksgiving. 
The  natural  feeling  which  accompanies  the  recognition 
of  superiority  and  worth  in  others  is  respect  or  reverence, 
and  to  develop  this  quality  of  reverence  in  the  child- 
mind  is  to  develop  the  capacity  for  religious  impres- 
sions. 

Two  things  are  evident:  first,  that  a  reverent  spirit 
is  a  necessary  accompaniment  of  effective  religious  im- 
pressions; and  seco)id,  that  definite  and  deliberate 
training  from  outside  the  child  is  necessary  for  the 
development  of  this  reverent  spirit.  It  becomes,  there- 
fore, the  manifest  duty  of  every  Sunday-school  to  work 
for  the  development  of  an  atmosphere  of  reverence 
among  its  members  as  an  important  condition  of 
effective  teaching. 

In  our  efforts  to  create  this  reverent  atmosphere  in 
our  Sunday-schools,  we  require  to  recognize  certain 
fundamental  principles. 

First :  This  quality  of  reverence  is  a  growth,  a  devel- 
opment. While  it  ma\'  be  potentially  jiresent  in  germ 
in  child  nature,  it  enters  into  the  actual  experience  ot 


2  20      Tlic  Relation  of  the  Sunday-school  to  Education 

child  life  only  by  means  of  very  careful  cultivation. 
We  are  not  to  be  surprised  or  discouraged  if  we  find  it 
lacking  in  the  moral  and  spiritual  outfit  of  the  young 
child;  but  we  are  to  recognize  in  this  defect  an  unfavor- 
able condition  for  our  work,  to  be  removed  by  well- 
directed  and  systematic  effort. 

A  second  principle  is  the  intimate  relation  between 
physical  conditions  and  religious  impressions.  We  arc 
familiar  with  the  idea  of  the  body  as  the  medium  through 
which  we  give  expression  to  mental  and  religious  states, 
and  we  are  accustomed  to  interpret  the  mental  and 
religious  states  of  consciousness  of  those  around  us  by 
means  of  their  bodily  attitudes  and  expressions.  In 
this  way  we  determine  whether  a  man  is  hopeful  or 
depressed  by  a  glance  at  his  bodily  condition ;  whether 
his  mind  is  occupied  with  joyous  or  sorrowful  thoughts 
by  the  same  test.  Moreover,  the  connection  of  body 
and  mind  is  so  intimate  that  it  appears  necessary  to 
give  physical  expression  to  our  impressions  and  ideas 
in  order  that  they  may  be  clear,  definite  and  strong. 

An  idea  or  impression  does  not  become  clear  and 
strong  until  we  take  part  in  some  action  or  exercise  in 
which  it  is  put  into  actual  use.  This  thought  has  been 
thrown  into  the  well-known  literary  form,  "  No  im- 
pression without  expression."  While  the  mutual  influ- 
ence of  mind  and  body  has  been  generally  recognized, 
the  tendency  of  physical  attitudes  and  exercises  to 
develop  and  strengthen  corresponding  mental  and 
religious  states  has  not  received  the  attention  which 
its  importance  deserves. 

The  principle  of  imitation  is  another  important 
factor  in  the  religious  development  of  children.  This 
is  the  child's  method  of  experimenting  upon  the  expe- 
riences of  life.  He  observes  certain  attitudes  and 
actions  in  life.  He  reproduces  these  attitudes  and 
realizes  the  accompanying  sensations  in  his  own  inde- 
pendent experience.  By  repetition  these  imitated  ac- 
tions and  attitudes  with  their  appropriate  emotions  and 


Rci'crcticc  in  the  SiDtday-scliool  221 

mental  states  gradually  develop  into  habits.  The 
games  and  plays  of  children  are  apparently  determined 
in  large  measure  by  their  environment  in  home  and 
street  life;  indeed,  there  is  good  reason  to  believe  that 
many  traits  of  child  nature  that  have  been  attributed 
to  the  influence  of  heredity  are  to  be  explained  upon  the 
principle  of  imitation. 

\'ery  great  importance  is,  therefore,  to  be  assigned 
to  the  environment  of  the  child  in  the  Sunday-school, 
the  home  of  religious  impressions,  especially  to  the  ac- 
tions and  attitude  of  those  whom  the  children  may 
natiu-ally  be  expected  to  imitate. 

We  are  now  in  a  position  to  inquire  what  are  the 
means  or  methods  which  may  be  employed  in  harmony 
with  these  fundamental  principles  for  the  development 
of  this  important  sentiment  of  reverence  among  chil- 
dren in  our  Sunday-schools. 

As  preliminary  provision  there  should  be  a  well- 
defined  working  plan,  carefully  considered  and  adopted 
by  the  superintendent  and  teachers  in  conference.  This 
plan  should  provide  for  the  main  points  of  diffi- 
cvilty  which  are  likely  to  arise  in  working  the  schools, 
and  should  secure  uniform  treatment  from  members  of 
the  teaching  stafif.  Under  such  a  plan  there  are  certain 
practises  on  the  part  of  pupils  that  cannot  be  tolerated, 
and  there  will  be  united  effort  to  eliminate  these  promi- 
nent sources  of  disorder  by  uniform  and  persistent 
pressure  throughout  the  school,  teacher  supporting 
superintendent,  and  superintendent  supporting  teacher. 

In  cases  where  the  question  of  discipline  is  acute, 
the  teacher  will  be  in  her  place  in  time  to  receive  her 
pupils  when  they  arrive.  After  an  experience  of  more 
than  a  quarter  of  a  century  in  organizing  and  managing 
groups  of  children,  I  am  very  strongly  of  the  opinion 
that  this  method  of  united  effort  in  accordance  with 
an  approved  plan  deserves  niore  attention  than  it  is 
receiving  in  many  of  our  Sunday-schools,  and  that  the 
absence  of  such  a  plan  accounts  for  the  comparative 


22  2      The  Relation  of  the  Siiuday-school  to  Education 

failure  of  many  schools.  In  accordance  with  the  prin- 
ciple that  the  best  way  to  control  children  is  to  keep 
them  occupied,  the  wise  teacher  will  see  that  each 
scholar  is  provided  with  the  necessary'  material  to  enable 
him  to  take  his  fvdl  share  in  the  devotional  exercises 
and  in  the  lesson  work  of  the  school.  Each  pupil  should 
be  provided  with  a  Bible,  a  service  book  and  a  hymn 
book,  and  as  far  as  possible  each  pupil  shovxld  be  encour- 
aged to  have  his  own  set  of  books  and  to  use  them  with 
proper  care  because  of  the  importance  of  their  contents. 

We  are  fully  justified  in  urging  upon  our  pupils  to 
treat  v.4th  care  and  respect  the  Bible  as  a  book,  the 
prayer  book,  the  hymn  book,  and  the  room  in  which 
they  meet  for  Stmday-school  purposes,  not  only  as  a 
matter  of  principle,  but  also  for  the  reflex  influence  upon 
the  life  of  the  children.  For  similar  reasons  it  is  well 
to  encourage  children  to  secure  the  best  copy  of  the 
Bible  they  can  afford  for  their  own  use,  that  they  may 
have  this  added  pleasure  in  the  possession  and  use  of 
the  Holy  Scriptiu-es  in  a  beautiful  form. 

With  these  preliminary  precautions,  the  teacher  is  in 
a  favorable  position  to  induce  the  members  of  the  class 
to  take  part  in  the  devotional  exercises  of  the  school  as 
an  important  step  in  the  development  of  the  quality 
of  reverence.  In  this  delicate  and  difficult  work  the 
teacher  does  not  stand  alone  in  influencing  his  class. 
In  it  the  members  of  the  class  feel  the  pressure  of  that 
undefined  influence  called  "  sympathy  of  numbers.''  If 
the  whole  school  is  working  together  upon  a  common 
plan,  each  class  will  feel  the  influence  of  the  whole  school 
gently  moving  them  to  cooperation.  The  spirit  of 
imitation  will  also  do  its  work,  and  the  reluctant  mem- 
bers, seeing  the  school  generally  taking  part,  will  not 
feel  comfortable  in  their  positions  as  exceptions  to  the 
general  rule. 

The  importance  of  inducing  the  children  to  join  in 
the  devotional  exercises  can  scarcely  be  overestimated. 
The   educational   principle    that   "  we    learn  to   do   by 


Reverence  in  the  Sunday-school  223 

doino:  "  is  as  true  of  spiritual  ancl  devotional  exercises 
as  it  is  in  secular  matters.  We  learn  to  worship  by 
worshiping.  We  develop  the  prayerful  spirit  by 
praying.  The  faithful  and  intelligent  performance  of 
the  outward  act  has  a  tendency  to  call  up  the  corre- 
sponding mental  and  spiritual  state.  Actual  partici- 
pation in  the  devotional  exercises  of  the  school  tends 
to  develop  an  attitude  of  mind  and  heart  favorable  to 
religious  impressions. 

The  feeling  of  gratitude  to  God  will  be  developed  and 
strengthened  by  expressing  that  feeling  in  prayer  and 
praise.  If  the  conscience  has  been  touched  with  a 
sense  of  wrong-doing,  the  feeling  of  penitence  will  be 
developed  and  strengthened  by  joining  with  the  rest 
of  the  school  in  the  exercise  of  confession. 

The  most  effective  method  of  developing  this  quality 
of  reverence  is  to  be  found  in  wise  application  of  the 
principle  of  imitation.  The  example  of  the  officers  and 
teachers  in  a  Stmday-school,  whom  the  children  may 
naturally  be  expected  to  imitate,  must  exercise  a  con- 
trolling influence  for  good  or  for  evil.  "  There  is  no 
power  in  precept  unless  it  is  backed  up  by  example. 
Therefore  parents  and  teachers  of  the  yotmg  should  be 
more  particular  about  what  they  are  and  what  they  do 
than  about  what  they  teach.  This  is  frequently  reversed, 
so  that  good  teaching  is  nullified  by  poor  practice." 
Let  us  apply  these  principles  to  the  jiractices  of  the 
Sunday-school  room. 

The  teacher  urges  the  pupils  to  join  in  the  singing  of 
the  school.  He  impresses  upon  them  that  it  is  not 
reverent  nor  right  for  members  of  the  class  to  be  talking 
or  to  be  otherwise  occupied  while  the  school  is  offering 
praise  in  song  to  God.  The  hymn  is  announced,  the 
singing  begins,  but  here  and  there  in  the  room  the  chil- 
dren observe  the  officers  of  the  school,  sometimes  the 
teachers,  engaged  in  conversation  or  otherwise  occupied 
while  the  school  is  engaged  in  the  religious  exercise  of 
singing  praises  to  God.     What  is  the  inevitable  effect 


2  24     TJw  Relation  of  tlte  Sunday-scltool  to  Education 

upon  the  mind  of  these  pupils?  They  reach  the  logical 
conclusion  that  whatever  may  be  the  opinion  of  their 
particular  teacher,  the  leaders  and  officers  of  the  school 
and  some  of  the  teachers  show  by  their  practice  that 
they  do  not  consider  it  unseemly  or  irreverent  to  engage 
in  conversation  or  to  be  otherwise  occupied  in  the  same 
room,  when  the  sacrifice  of  praise  and  thanksgiving  is 
being  offered  to  God.  It  is  almost  impossible  for  the 
average  teacher  to  make  headway  against  adverse 
influences  of  this  kind.  All  adults  in  a  Sunday-school 
room  should  regularly  participate  in  each  religious 
exercise  of  the  school  because  of  the  powerful  infltience 
which  their  example  must  exercise  upon  the  school 
generally. 

We  instinctively  associate  certain  physical  attitudes 
with  definite  states  of  mind.  The  standing  position  is 
tiniformly  associated  with  the  expression  of  special 
respect.  If  we  are  to  acknowledge  wrong-doing  and 
plead  for  mercy,  we  naturally  fall  upon  our  knees  and 
bow  our  heads.  If  we  are  to  express  praise  and  thanks- 
giving, if  we  are  to  laud  and  magnify  God's  holy  name, 
then  we  instinctively  rise  to  our  feet  as  the  fitting  atti- 
tude for  such  religious  exercises. 

These  practices  are  the  natural  outgrowth  of  a  fun- 
damental principle  of  our  dual  nature.  In  almost 
every  department  of  our  social  organization,  —  mili- 
tary, jvidicial,  academic,  —  appropriate  physical  attitudes 
are  encouraged  and  required,  not  only  as  expression 
of,  but  as  incentives  to,  appropriate  states  of  mind. 
But  there  is  no  sphere  in  which  this  principle  is  more 
appropriate  and  more  effective  than  in  the  religious 
sphere,  and  especially  in  the  religious  development  of 
children.  They  delight  in  action,  especially  in  expres- 
sive imitative  action.  Change  of  position  brings  relief 
and  pleasure  to  them.  The  very  constitution  of  their 
nature  calls  imperatively  for  the  definite  recognition  of 
this  principle  in  planning  for  their  religiovts  develop- 
ment through  devotional  exercises. 


Ri-i'crcncc  in  the  Sunday-school  225 

The  recognition  of  this  principle  commits  us  to  the 
view  that  each  of  the  physical  attitudes  of  standing, 
sitting  and  kneeling  has  its  appropriate  relation  to 
certain  religious  exercises.  In  general  terms  the  stand- 
ing position  is  associated  with  praise,  kneeling  with 
prayer,  and  sitting  with  meditation.  While  certain 
prayers  in  which  the  element  of  praise  is  dominant  may 
call  for  the  standing  position,  and  while  certain  hymns 
of  a  penitential  tone  may  well  be  sung  upon  our  knees, 
it  is  not  easy  to  discover  the  fitness  of  the  sitting  posi- 
tion for  an  address  to  the  King  of  kings  either  of  prayer 
or  praise.  If  for  any  cause  the  kneeling  position  is  not 
practicable,  then  let  us  secure  the  standing  position  for 
both  prayer  and  praise,  as  a  change  from  our  ordinary 
sitting  posture  indicating  respect. 

But  whether  kneeling  or  standing,  let  the  posture  be 
definite  and  well  taken,  indicating  mental  alertness  and 
attention.  All  limp,  lounging,  half-reclining  attitudes 
of  the  body  in  prayer  are  to  be  avoided  as  indicative  of 
indiflference,  lack  of  earnestness,  want  of  respect.  The 
soldier  who  takes  the  erect,  manly  attitude  of  courage  in 
his  military  drill  develops  thereby  the  m.anly  and  coura- 
geous spirit,  and  in  like  manner,  under  the  guidance  of 
God's  Holy  Spirit,  the  child  who  regularly  kneels  up- 
right in  the  attitude  of  attention  is  developing  mental 
alertness  and  spiritual  definiteness  in  the  exercise  of 
prayer. 

I  plead  to-night  for  a  united  effort  to  secure  for  our 
Sunday-schools  an  atmosphere  pervaded  with  the  spirit 
of  reverence.  I  plead  for  a  common-sense  use,  under 
the  direction  of  the  Holy  Spirit,  of  the  fundamental 
])rinciples  connecting  jjhysical  posture  and  mental  atti- 
tude, and  in  order  that  these  common-sense  means  may 
have  a  fair  opportunity  to  effect  their  purpose,  I  plead 
with  our  adult  leaders  to  cooperate  by  their  example 
in  developing  this  quality  of  reverence  in  our  Sunday- 
schools. 


2  26      The  Relation  of  the  Sunday-school  to  Education 


J.   L.  HURLBUT,  D.D. 


The  Supplemental  Lesson 

JESSE   L.  HURLBUT,   D.D. 

I .  The  aim  of  all  Sunday-school 
work  is  the  salvation  of  the  scholar. 
It  is  more  than  his  "  conversion," 
bringing  him  to  the  crisis  of  decision 
for  Christ.  It  embraces  the  com- 
pleteness of  his  Christian  character, 
an  equipment  for  service  here,  and 
a  preparation  for  heaven  hereafter. 
When  the  pupil  has  been  led  into 
the  church,  his  salvation  is  just  be- 
gun ;  its  completion  will  be  when  he 
enters  the  city  of  the  great  King,  the 
heavenly  Jerusalem. 

2 .  For  this  work  of  the  scholar's  salvation,  the  Sunday- 
school  enjoys  a  peculiar  opportunity,  second  only  to 
the  opportunity  of  the  home  itself,  which  is  before  all 
other  institutions  in  its  privilege  of  soul-winning.  But 
outside  of  the  home,  no  other  place  occupies  the  point 
of  vantage  of  the  Sunday-school.  The  child  attends 
the  Stmday-school  at  a  period  when  impressions  are 
readily  received;  and  when  once  formed,  they  will 
endure.  The  right  leadership  will  bring  the  child  to 
Christ  and  train  him  up  in  Christ. 

3-  For  the  salvation  of  the  scholar,  the  Sunday-school 
employs  a  potent  instrumentality,  the  Holy  Scrip- 
tures. Think  of  it!  Every  Sunday,  on  this  continent, 
from  twelve  to  fourteen  million  people  are  enrolled  in 
the  Sunday-school,  for  the  study  of  the  Word  of  God; 
that  Word  which  is  so  quick  and  powerful.  We  read  in 
the  medieval  legend  of  King  Arthur's  sword,  of  which  the 
story  is,  "  It  flashed  with  the  glow  of  sixty  torches; 
and  at  every  stroke  it  clove  a  man!  "  Ours  is  a  blade 
keener  and  more  glorious;  for  it  cannot  only  wotmd,  it 
can  heal;   it  can  kill,  and  it  can  make  alive. 


The  Supplemental  Lessoti  227 

4.  Let  us  consider  the  method  employed  by  nearly 
all  Sunday-schools  in  teaching  the  Scriptures.  There  are 
three  methods  of  teaching  from  the  Bible,  — the  textual, 
the  topical,  and  the  paragraph  method.  The  textual 
presents,  explains,  enforces  isolated  texts  or  sentences, 
and  is  largely  the  method  of  the  pulpit.  The  topical 
method  presents  subjects  in  the  Bible,  and  finds  the  texts 
to  illustrate  them  every^where,  and  it  is  the  method  of 
the  college  and  the  theological  school.  The  paragraph 
method  studies  certain  lessons,  consisting  of  a  number 
of  verses,  selected  according  to  some  plan,  and  fixes  the 
scholar's  attention  upon  them;  and  that  is  the  plan 
pursued  in  the  Sunday-school,  especially  since  the 
almost  vmiversal  adoption  of  the  International  uniform 
lessons.  In  the  past  thirty  years  we  have  gone  through 
the  Bible  five  times,  studying  detached  paragraphs  as 
Sunday-school  lessons. , 

5.  There  is  no  doubt  that  the  topical  method,  or  the 
studv  of  subjects,  is  more  nearly  in  accord  with  the 
principles  of  pedagogical  science  than  the  paragraph 
method  of  the  lessons  now  in  vogue.  Yet  in  the  peculiar 
conditions  of  the  Sunday-school,  impaid,  non-profes- 
sional teachers,  and  pupils,  few  of  whom  study  the 
lessons,  the  kind  of  lessons  now  taught  seem  to  be  the 
only  kind  capable  of  use  in  the  vast  majority  of  schools 
and  classes. 

6.  But  let  us  not  forget  the  great  results  that  have 
been  achieved  under  the  International  System  of  lessons. 
It  has  made  the  Bible  more  than  ever  before  the  text- 
book, and  the  only  text-book,  of  the  Sunday-school.  It 
has  called  forth  a  magnificent  literatxire  of  Sunday-school 
helj^s — for  the  lesson  publications  of  to-day  are  of  a  much 
higher  standard  than  those  of  forty  years  ago.  It  has 
set  at  work  the  ablest  minds  of  the  age  in  Biblical  schol- 
arship for  the  aid  of  Stinday-school  teachers  and  scholars. 
It  has  helped,  more  than  any  other  system,  to  keep  the 
Bible  before  the  world  and  to  promote  its  circulation. 
And,  best  of  all,  it  has  brought  into  the  Church  eighty- 


2  28     The  Relation  of  the  Sunday-school  to  Education 

five  per  cent  of  its  membership ;    for  the  increase  in  our 
ch torches  comes  mainly  from  the  Sunday-school. 

7.  Yet  in  the  practical  working  of  the  International 
lessons  there  is  one  grave  defect,  a  defect  which  in  gen- 
eral teaching  of  the  Bible  approaches  a  failure.  By 
giving  detached  lessons,  the  system  fails  to  give  knowl- 
edge of  the  Bible  as  a  whole.  It  fails  to  give  to  our 
pupils  a  knowledge  of  the  order  of  events,  — ■  the  stream 
of  Bible  histor}'.  It  fails  to  connect  one  lesson  with  an- 
other, and  to  give  to  each  lesson  its  place  in  the  book 
as  a  whole.  Our  lessons  take  up  detached  events  often 
a  hundred  }'ears  apart,  without  calling  attention  to  their 
relations.  We  often  leap  over  a  gulf  of  a  thousand  years 
between  June  and  July,  and  then  leap  back  over  eight 
hundred  3  ears  between  Christmas  and  New  Year.  If  a 
superintendent  should  write  on  his  blackboard  twenty 
names  of  characters  in  the  Bible,  taken  at  random  from 
the  Old  Testament  and  the  New,  how  many  of  his  schol- 
ars could  arrange  them  in  proper  order?  If  he  should 
select  twenty  events  at  random,  the  Transfiguration  of 
Christ,  the  coronation  of  Saul,  the  Deluge,  the  Baby- 
lonian captivity,  etc.,  how  many  of  his  scholars  could 
place  them  in  historical  order?  We  once  stepped  over 
Saul  the  king  to  Saul  the  slayer  of  Stephen,  and  I  am 
sure  that  some  of  our  scholars  suf)posed  that  the}'  were 
the  same  Saul! 

8.  If  our  schools  are  to  become  Bible  schools  in 
reality,  this  defect  must  be  remedied ;  and  it  can  be 
without  difficulty  by  introducing,  with  the  uniform, 
another  lesson  parallel  with  it,  —  the  Supplemental 
Lessotis,  v.'hich  should  be  regarded  as  just  as  necessary 
as  the  uniform  lessons,  to  be  taught  ever\^  Sunday,  having 
for  its  aim  to  teach  that  which  the  imiform  lessons  lack, 
the  continuity  and  connections  of  all  the  lessons.  If 
a  superintendent  will  take  five  minutes,  or  at  the  out- 
side ten  minutes,  even,'  Sunday,  in  a  series  of  years  he 
can  give  to  his  school  all  that  they  need  to  know  of 
this    general   knowledge  of    the    Bible.     And    what   the 


The  blip  pit-mental  Lesson  229 

superintendent  can  do  for  his  school,  the  teacher  can  do 
for  his  class,  with  persistence  and  determination. 

9.  Let  us  name  the  subjects  which  should  be  em- 
braced in  the  curriculum  of  the  suj>plemental  lessons. 

(i.)  The  names  and  order  of  the  books  in  the  Bible, 
with  some  general  views  of  the  period  of  composition 
and  variety  of  authorship,  but  of  covirse  avoiding  the 
vexed  questions  of  "  higher  criticism." 

(2.)  The  great  events  of  Bible  history,  in  their  order, 
and  with  some  reference  to  their  time,  but  not  following 
the  precision  of  the  old  chronology  of  Archbishop  Usher. 
Let  there  be  learned  thoroughly  twenty  facts  in  Old 
Testament  history,  and  twenty  facts  in  New  Testament 
histon.'  in  their  order,  and  the  centuries  wherein  they 
took  place,  if  the  dates  are  sufficiently  sure. 

(3.)  The  important  localities,  lands,  mountains,  places 
of  Bible  geography,  including  three  maps,  which  every 
pupil  should  be  taught  to  draw  from  memory.  —  (i) 
the  Old  Testament  world:  (2)  the  Xew  Testament 
world;  (3)    the  land  of  Palestine. 

(4.)  The  great  biographies  of  the  Bible  —  Abraham, 
Moses,  Gideon,  David,  Elijah,  Elisha,  Daniel,  in  the  Old 
Testament;  and  the  life  of  Christ  and  of  Paul  in  the 
New. 

(5.)  An  outline  of  the  great  doctrines  in  the  Bible, 
unless  this  department  be  taught  in  the  Sunday-school 
through  the  catechism  of  the  chtirch. 

10.  How  shall  these  lessons  be  taught?  Either  by 
the  sujjerintendent.  with  the  aid  of  a  blackboard  before 
the  school,  in  five-minute  outlines  preceding  the  regular 
le.sson  for  the  day,  or  by  the  teacher  in  the  class  in  the 
beginning  of  the  lesson  period.  Five  minutes  of  a 
supplemental  lesson,  continued  regularly  for  five  years, 
with  constant  reviews  and  questioning,  will  ground  the 
pupils  in  a  general  knowledge  of  the  Bible  which  will 
remain  with  them  through  life,  and  fit  thos*::  who  are 
pupils  now  to  become  teachers  in  a  few  years. 


230     The  RcIatio)i  of  the  Siiiiday-scJiool  to  Education 


W.  H.  Geistweit,  D.D. 


for  the  best  life. 


The  Place  and  Power  of  Memorized  Scripture 

W.  H.   GEISTWElf,  D.D. 

I  H.WE  in  mind  to-day  an  old  man 
something  over  seventy  years  of 
age,  who  has  grown  partially  blind. 
He  is  one  of  those  rare,  sweet  souls 
whom  to  meet  is  always  to  receive  a 
benediction.  One  never  leaves  him 
without  new  inspiration  to  do  better 
and  to  be  better.  Xow  and  then  I 
meet  him  on  the  street  in  the  great 
cit}"  where  I  live,  and  he  takes  hold 
of  my  arm  as  we  walk  together,  he 
chatting  gaily  of  things  that  make 
He  is  always  quoting  some  rich  selec- 
tion from  some  favorite  author,  some  striking  passage 
from  the  Scriptures.  He  does  it  so  naturally,  so  sweetly, 
that  one  is  led  to  feel  that  he  lives  by  the  things  he  has 
hidden  in  his  heart.  On  one  occasion  I  said  to  him: 
"  I  am  amazed  at  your  memory,  and  the  things  you  have 
stored  away  in  your  heart.  How  did  you  come  to  do 
it?  "  His  reply  was  simple,  quiet,  yet  charged  with 
a  certain  intensity  of  feeling,  for  any  reference  to  his 
approaching  blindness  is  a  delicate  matter: 

"  When  I  was  quite  a  3'oung  man,  I  carefully  thought 
over  the  days  that  were  passing,  and  I  reasoned  that 
the  time  might  come  when  my  eyesight  would  not  be  as 
strong  as  it  was  then.  So  I  began  to  memorize  things; 
charged  my  mind  with  the  best  selections  from  books, 
withal  taking  care  to  learn  a  great  deal  of  Scripture.  My 
fund  grew  very  large.  The  days  and  years  passed,  and 
I  am  an  old  man  now;  my  eyesight  is  failing  "  —  he 
said  it  so  softly  —  "  and  you  cannot  realize  what  com- 
fort it  is  to  me  to  recall  the  precious  things  that  lie  in 
my  heart;  I  repeat  them  over  and  again,  and  life  is 
made  new  and  fresh  by  reason  of  them."     The  place  of 


The  Place  and  Poiccr  of  Mciiion'zcd  Scripture     231 

the  memorized  Scripture  was  in  the  days  of  his  young 
manhood ;  the  p>07ecr  of  it  was  evident  in  the  years  of 
his  later  manhood,  even  down  to  old  age. 

I  have  in  mind  another  old  man,  who  lived  far  back 
in  the  years,  several  thousand  ago,  and  more.  He  was 
about  to  leave  his  people.  His  parting  message  is  one 
of  the  choice  things  in  literature.  As  he  came  to  con- 
sider the  law  of  God  (and  there  wasn't  so  very  much  of 
it  written  then),  he  urged  its  study  upon  the  people, 
especially  cautioning  them  to  diligently  teach  it  unto 
their  children.      He  said: 

"  And  these  words,  which  I  command  thee  this  day, 
shall  be  in  thine  heart:  and  thou  shalt  teach  them  dili- 
gentlv  unto  thy  children,  and  shalt  talk  of  them  when 
thou  sittest  in  thine  house,  and  when  thou  walkest  by 
the  way,  and  when  thou  liest  down,  and  when  thou 
risest  up.  And  thou  shalt  bind  them  for  a  sign  upon 
thine  hand,  and  they  shall  be  as  frontlets  between  thine 
eyes.  And  thou  shalt  write  them  upon  the  posts  of  thy 
house,  and  on  thy  gates."  —  Deut.  6:  6-9. 

So  spake  Moses,  the  man  of  God,  to  the  people  of  the 
long  ago.  The  place  of  the  memorized  Scripture  was  in  the 
childhood  of  the  nation,  and  the  power  of  it  was  to  issue 
in  a  people  thoroughly  grounded  in  the  oracles  of  God, 
made  strong  and  virile  and  peculiar,  because  the  Word 
of  God  was  hidden  in  their  hearts. 

A  little  while  after,  when  giving  his  parting  message 
to  his  successor,  he  again  urged  the  worth  of  constant 
attention  upon  the  book  of  the  law.  The  people  should 
teach  it  unto  their  children;  they  should  write  it  upon 
the  doorposts  of  their  houses;  they  should  bind  it  as 
frontlets  to  their  eyes.  Joshua,  the  leader  into  the  new- 
land,  was  himself  to  be  a  constant  student  of  the  self- 
same law. 

"  This  book  of  the  law  shall  not  depart  out  of  thy 
mouth ;  but  thou  shalt  meditate  therein  day  and  night, 
that  thou  mayest  observe  to  do  according  to  all  that 
is  written  therein:    for  then  thou  shalt  make  thy  way 


232      TJic  Relation  of  the  Sunday-school  to  Education 

prosperous,  and  then  thou  shalt  have  good  success."  — 
Joshua  1:8. 

The  place  of  the  memorized  Scripture  was  to  be  in  his 
quiet  moments  by  day  or  night;  and  the  power  of  it 
was  to  be  manifested  in  the  way  he  passed  over  —  a 
prosperous  way,  one  bright  with  the  promise  of  good 
success. 

I  have  in  mind,  also,  another  man;  he  must  have  been 
old  when  he  summed  up  that  which  I  am  about  to  repeat 
to  you.  He  had  lived  into  the  years  of  calm  contem- 
plation, of  wide  experience.  He  was  describing  the 
stedfast  man  —  the  fruitful  man ;  in  a  negative  and  a 
positive  way  he  drew  his  outline.  And  this  was  the  way 
he  did  it: 

"  Blessed  is  the  man  that  walketh  not  in  the  counsel 
of  the  ungodly,  nor  standeth  in  the  way  of  sinners,  nor 
sitteth  in  the  seat  of  the  scornful.  But  his  delight  is  in 
the  law  of  the  Lord;  and  in  his  law  doth  he  meditate 
day  and  night.  And  he  shall  be  like  a  tree  planted  by 
the  rivers  of  water,  that  bringeth  forth  his  fruit  in  his 
season ;  his  leaf  also  shall  not  wither ;  and  whatsoever 
he  doeth  shall  prosper."  —  Psalm   i :  1-3. 

The  place  of  the  Scripture  was  in  the  man's  heart,  in- 
wrought by  daily  and  nightly  meditation ;  the  power 
of  it  was  in  evil  withstood,  a  fruitful  life,  a  fadeless  tree, 
a  prosperous  way. 

Long,  long  afterwards,  a  Young  Man  found  himself 
driven  resistlessly  into  a  strange,  wild,  weird  wilderness. 
There  was  a  terrific  battle  to  be  fought.  He  was  to 
lock  in  with  the  forces  of  evil,  and  he  was  to  overcome! 
It  is  significant  to  note  the  weapon  of  his  warfare.  His 
was  not  a  conflict  with  flesh  and  blood ;  there  were  prin- 
cipalities and  powers  against  him ;  the  prince  of  the 
power  of  darkness  closed  in  with  him  in  mighty  conflict. 
Again  and  again  did  he  reply  to  his  enemy,  and  his 
weapon  was  the  Word  of  God,  which  he  had  been  taught 
in  common  with  all  Hebrew  children  at  his  mother's 
knee.     And  Satan  was  vanquished. 


The  Place  and  Poiver  of  Memorized  Scripture     233 

Just  a  few  years  after  that  he  was  at  the  end  of  his 
short,  but  oh,  such  A  sto^m3^  life.  Lifted  on  a  painful 
cross,  his  whole  being  quivering  with  pain,  the  things 
that  rose  to  his-lips  were  quotations  from  the  old  Book; 
the  last  cry  was  the  heart-leap  of  an  old  psalmist,  "  Into 
thy  hands  I  commend  my  spirit."  So  Jesus  of  Nazareth, 
Son  of  Man,  and  Son  of  God,  God  the  Father  unveiled, 
was  himself  the  greatest  example  of  the  place  and  j)Ower 
of  memorized  Scripture. 

Looking  back  over  a  life  full  of  what  the  wcjrld  now 
calls  the  strenuous,  a  great  soul  was  commending  his 
friends  to  the  best  things  as  he  went  from  them,  never 
to  look  into  their  faces  again.  And  his  commendation 
was  this: 

"  And  now,  brethren,  I  commend  you  to  God,  and 
to  the  word  of  his  grace,  which  is  able  to  build  you  up, 
and  to  give  you  an  inheritance  among  all  them  which 
are  sanctified."  —  Acts  20:  32. 

The  place  and  power  of  the  inwrought  Scripture  was 
the  consuming  thought  of  Paul's  farewell  message  to 
his  Ephesian  friends. 

Peter,  in  his  last  word,  rises  to  a  great  thought  when 
he  reminds  his  friends  that  God  had  given  "  exceeding 
great  and  precious  promises:  that  by  these  ye  might  be 
partakers  of  the  divine  nature."  So  the  place  and 
power  of  the  memorized  Scripture  was  the  inner  life 
transformed  into  the  divine  life! 

Here  is  the  plea  for  memorizing  Scripture  in  order 
to  the  development  of  life  itself.  A  southern  woman 
was  telling  me  of  her  experience  with  children.  She 
said  she  thought  it  strange  that  so  little  attention  was 
given  to  the  Proverbs  in  the  teaching  of  children ;  so 
she  began  to  give  them  a  verse  a  week.  They  were  to 
memorize  it,  and  give  their  experiences  at  the  end  of  the 
week.  One  lad,  of  an  unusually  quick  temper,  who  had 
an  unfortunate  habit  of  screaming  when  things  did  not 
go  to  suit  him,  had  quite  a  time  with  one  of  the  verses. 
It  was  not  only  memorized,  but  carefully  explained  to 


234     Tl''-^  Rclatioti  oj  the  Siiiiday-^icliool  to  Education 

him.  When  he  made  his  report,  he  said:  "We  were 
having  quite  a  time  at  our  house;  "some  things  I  didn't 
like  ;  I  got  so  mad  I  wanted  to  scream  and  kick.  But  I 
ran  into  the  hallway  to  get  away  for  a  moment,  for  I 
remembered  the  verse  of  the  week,  and  I  said,  '  He 
that  ruleth  his  own  spirit  is  greater  than  he  that  taketh 
a  city,'  and  I  got  quiet,  and  went  back  to  play  again." 
Here  also  is  the  plea  for  memorized  Scripture  in  order 
to  effective  service  in  the  kingdom.  It  goes  without 
saving  that  ignorance  of  the  Scriptures  is  an  indication 
of  the  lack  of  a  full-rounded  training  in  the  intellectual 
life.  A  year  or  two  before  his  death,  Charles  A.  Dana, 
of  the  New  York  Sun,  delivered  an  address  to  the  news- 
paper men  of  Chicago.  Among  the  many  things  he  said 
was  a  beautiful  reference  to  the  Bible.  He  intimated 
that  a  journalist's  education  was  not  complete  unless  he 
was  thoroughly  familiar  w^ith  the  Scriptures.  From  the 
standpoint  of  simple  journalistic  equipment  he  urged 
the  place  and  power  of  the  Scriptures  in  the  life  of  a 
man  who  served  his  fellow-men  through  the  daily  news- 
paper. If  this  be  so,  and  it  is,  we  should  not  need  much 
argument  to  show  the  power  of  the  book  in  the  develop- 
ment of  life  itself  into  the  best  things,  like  unto  the 
glorious  life  of  him  who  is  Lord  of  us  all.  It  is  ignorance 
of  the  Scriptures  that  makes  a  weak  spiritual  life ;  it  is 
ignorance  of  the  Scriptures  that  leads  one  into  doubt 
and  despair,  and  sometimes  sin. 

I  have  every  respect  for  the  worker  who  carries  his 
Bible  with  him;  he  ought  to  have  it  with  him.  But 
there  are  many  times  when  the  red-letter  testament  is 
not  the  beautifully  printed  book  in  red  and  black  print 
on  a  white  page,  but  the  red-letter  testament  of  the 
heart,  and  the  words  fall  from  the  lips  of  the  worker  or 
the  teacher  without  regard  to  the  book  itself,  the  disciple 
being  the  printed  page,  printed  with  the  blood-red  ink 
of  personal  knowledge  and  ripe  experience. 

Will  you  pardon  a  personal  allusion?  Years  ago,  in 
an  eastern  city,  a  young  man  lay  dying.     He  had   been 


The  Place  a)id  Pourr  of  Memorized  Scripture     235 

a  very  wicked  man,  profane,  coarse.  He  had  often 
said  that  if  the  preacher  ever  visited  his  home  he  would 
"  swear  him  out  of  it."  On  this  night  of  nights,  when 
the  sands  of  life  were  flowing  out,  he  was  calling  in  his 
wild  delirium  for  the  preacher.  They  came  for  him  some 
time  after  midnight.  The  dying  man  seemed  to  be 
struggling  not  only  with  disease,  but  with  a  burdened 
mind,  and  he  raved  at  times  like  a  madman.  There 
seemed  to  be  so  little  to  do.  Yet  I  sat  by  his  side,  and 
opened  my  heart  to  the  Scriptures,  and  gave  him  verse 
after  verse  that  seemed  to  fit  his  case.  Presently  he 
grew  quiet,  and  I  stopped,  thinking  to  say  something  else. 
But  he  retvimed  to  his  delirium,  so  I  returned  to  the 
memorized  Scriptures.  Again  he  grew  quiet,  and  then 
suddenly  blurted  out,  "I'm  a  miserable  sinner."  I 
hurriedly  replied,  "  I'm  so  glad  to  hear  you  say  that; 
for  a  great  sinner  will  find  a  great  Saviour.  '  If  we  con- 
fess our  sins,  he  is  faithful  and  just  to  forgive  us  our  sins, 
and  to  cleanse  us  from  all  unrighteousness.'  '  Though 
your  sins  be  as  scarlet,  they  shall  be  as  white  as  snow; 
though  they  be  red  like  crimson,  they  shall  be  as  wool.'  " 
No  man  that  night  could  have  done  much  with  the 
printed  page.  Unless  he  could  turn  to  the  pages  of  his 
heart  and  read  therefrom,  his  power  was  gone. 

I  may  make  a  few  suggestions  which  may  bring  the  sub- 
ject to  a  practical  conclusion.  We  should  give  direction 
to  this  matter  of  memorizing  Scripture,  so  that  it  shall 
minister  to  the  highest  possible  character.  The  memo- 
rized Scripture  should  be  mainly  for  the  feeding  of  the 
spiritual  life,  for  direction  in  daily  living,  for  use  in  con- 
tact with  the  world  about  us.  It  goes  without  saying 
that  we  should  always  be  able  to  give  to  every  man  a 
reason  for  the  hope  that  is  in  us;  and  that  reason  must 
be  a  scriptural  reason.  There  is  nothing  so  deplorable 
in  the  Christian  world  to-day  as  the  ignorance  of  God's 
children  of  the  ground  they  stand  upon  in  matters  of 
personal  salvation.  Here  is  the  place  of  beginning;  we 
must  learn  from  the  Scriptures  the  basis  of  our  hope  in 


236      Tlic  Relation  of  the  Sunday-school  to  Education 

God.  The  children  in  the  Sunday-schools  ought  to 
know  it ;  the  parents  in  the  home  ought  to  know. 
There  is  no  power  in  any  life  until  the  Word  of  God  is 
hidden  in  it,  springing  up  and  bearing  fruit. 

Then,  let  us  go  on  to  perfection.  Day  after  day,  week 
in  and  out,  let  there  be  diligent  attention  to  this  matter 
of  memorizing  the  Word  of  God.  Out  from  the  book 
let  us  gather  the  great  and  precious  truths,  slowly  work- 
ing them  into  the  warp  and  woof  of  life.  Take  a  verse 
a  day,  if  we  can  stand  it.  At  least  let  there  be  a  verse  a 
week,  memorized,  talked  about,  prayed  over,  inwrought, 
until  it  becomes  part  of  ourselves.  Let  us  seek  to 
restore  that  beautiful  old-time  memorial  of  the  day  when 
the  father  was  high  priest  in  his  own  household ;  when 
he  gathered  the  family  together  and  read  a  few  words, 
sang  a  hymn,  and  offered  prayer.  Let  them  go  over 
their  verses  together  as  they  sit  at  the  table.  From 
the  least  to  the  greatest,  let  each  have  his  Scripture. 
Oh,  my  friends,  here  stands  a  man  who  is  a  trophy  of 
that  sort  of  life,  who  pleads  this  day  for  the  simple 
life  that  goes  to  God's  own  Word  and  feeds  on  it 
until  our  children  shall  be  as  olive  plants  in  the  garden 
of  God,  every  home  a  place  of  holiest  living,  every 
Sunday-school  a  rendezvous  for  those  who  are  seeking 
God's  truth,  hiding  it  in  their  hearts.  It  shall  come  to 
pass  that  at  no  distant  day  we  shall  have  new  homes, 
new  schools,  a  new  society.  We  shall  be  like  unto  the 
Puritans  of  whom  Macaulay  wrote,  when  he  said  they 
were  mightily  read  in  the  oracles  of  God.  And  we  shall 
join  in  the  glad  cry  of  him  who  sang:  "  O  how  love  I 
thy  law!  it  is  my  meditation  all  the  day."  "  Thy  word 
have  I  hid  in  mine  heart,  that  I  might  not  sin  against 
thee." 

You  recall  the  last  moments  of  Ian  Maclaren's  "  A 
Doctor  of  the  Old  School."  The  old  man  is  going  back 
to  his  childhood.  In  his  dream  he  is  again  looking  for 
his  mother  to  come  and  kiss  him  good-night.  The  tide 
is  rising  about  him,  and  soon  the  old  man  will  float  out, 


The  Place  and  Pmvcr  of  Memorized  Scripture     237 

out  on  the  sea  from  which  there  is  no  returning.  '  But 
he  is  once  more  a  child,  and  he  has  been  struggling  to 
get  his  psalm,  for  his  mother,  true  to  the  old-fashioned 
notion  of  Scotch  mothers,  has  said  she  cannot  give  him 
his  good-night  kiss  till  he  has  learned  his  psalm. 

"  '  A'll  come  afore  ye  gang  to  sleep,  Wullie,  but  ye'll 
no  get  yir  kiss  unless  ye  can  feenish  the  psalm.'  " 

He  is  struggling  through  the  old  psalm;  it  is  a  long 
while,  perhaps,  since  he  went  over  it,  though  he  seems 
to  have  lived  it  through  the  long  years  of  his  life.  At 
last  his  work  is  done,  and  he  has  mastered  it. 

"  '  A'm  ready  noo,  and  I'll  get  ma  kiss  when  mither 
comes;  a'  wish  she  would  come,  for  a'm  tired  an'  wantin' 
tae  sleep. 

"  '  Yon's  her  step  .  .  .  an'  she's  carrjdn'  a  licht  in 
her  hand;   a'  see  it  through  the  door. 

"  '  Mother!  a' kent  ye  wud  na  forget  yir  laddie,  for  ye 
promised  tae  come,  and  a've  feenished  ma  psalm. 

'  "  And  in  God's  house  for  evermore 
My  dwelling  place  shall  be." 

"  '  Gie  me  the  kiss,  mither,  for  a've  been  waitin'  for  ye, 
and  a'll  sune  be  asleep.' 

And  in  "  the  gray  morning  light  "  the  old  man  passed 
away. 

Who  can  tell  the  power  of  memorized  Scripture!  It 
becomes  a  rock  on  which  to  build  the  living  house ;  it 
becomes  the  spring  of  water  in  the  thirsty  land;  it  is 
the  manna  in  the  wilderness ;  it  is  the  light  that  lightens 
us  home! 

Nor  will  it  be  long  until  we  shall  join  in  the  word  of 
the  old  prophet,  "  Thy  words  were  found  and  I  did  eat 
them  ;  and  thy  words  unto  me  the  joy  and  the  rejoicing 
of  mine  heart." 


238      The  Relation  of  the  Simday-school  to  Education 
Training  and  Developing  Teachers 

Miss  LOUISE  A.  EMERY 

Teacher-Training  Secretary,  St.  Paul,  Minn. 

I  SHALL  begin  by  saying  that 
teacher  training  should  commence  as 
early  as  life  itself  and  cover  a  period 
of  twenty-five  or  thirty  years. 

If  I  were  to  tell  you  that  the  temp- 
tations that  approach  me  through 
the  avenue  of  emotion  find  entrance 
with  ease,  or,  on  the  other  hand,  are 
withstood  with  power,  according  to 
the  quality  of  moral  nourishment 
A.  Emerv  given  me  in  my  infancy  through  her 
who  held  me  in  her  arms,  and  through 
the  vibration  of  whose  soul  that  silent  but  expressive 
element  of  my  nature  was  nourished,  while  she  also 
nourished  the  body  with  food,  you  might  say,  "  'Tis  a 
far-fetched  statement."  It  is,  nevertheless,  true,  and 
that  silent,  inner  influence  that  goes  out  to  the  young 
individual,  even  before  sense  perception  is  at  all  keen, 
largely  determines  the  ease  and  grace  of  self-control  in 
later  years. 

The  Home  Department  and  Cradle  Roll  are  closel}^ 
linked.  The  former  must  give  to  the  young  mother 
Christian  literature  and  Christian  fellowship  if  it  would 
meet  the  first  great  need  of  the  teacher  of  the  future. 
We  may  then  through  training  obtain  for  the  Sunday- 
school  an  adequate  supply  of  that  superior  quality 
known  as  the  "  born  teacher."  If  we  would  have  the 
born  teacher,  we  must  meet  his  needs  as  soon  as  he  is 
bom. 

The  first  essential  element  in  teaching  is  right  feeling, 
emotion,  vibration,  movement.  For  this  morning's 
lesson  we  choose  the  term.  Movement.  The  teacher  in 
the  home  —  the  mother  —  and  the  teacher  of  beginners 
in  the  Sundav-schoo]  must  so  order  dailv  life  as  to  teach 


Training  and  Developing  Teachers  239 

without  vocabulary,  their  every  movement  expressing 
and  impressing  the  truth  of  the  hour. 

The  second  essential  element  is  the  Spoken  Word, 
simple  language  adapted  to  the  age  and  experience  of  the 
pupil.  The  force  of  personality  must  accompany  the 
spoken  Word.  The  quoted  words  of  another  will  not 
do.  Study,  work,  think,  imtil  you  have  brought  forth 
a  new  product  stamped  with  your  own  personality  and 
your  own  language. 

The  third  step  is  teaching  through  the  Written  Word. 
The  Bible  gives  us  the  very  essence  of  child  study,  laws 
of  teaching,  pedagogy,  etc.  It  has  been  my  experience 
that  until  I  had  read  many  books  and  ministered  to 
many  children  the  power  of  truth  contained  in  "  the 
Book"  did  not  reveal  itself  to  me.  God  does  not 
reveal  his  power  and  invite  us  to  share  it  until  our  de- 
velopment is  such  that  it  is  safe  in  our  hands.  Those 
who  for  others  choose  text-books  other  than  the  Bible 
for  the  jjurpose  of  religious  culture,  should  possess  keen, 
discriminating  powers  of  mind  and  soul. 

The  fourth  step  in  development  comes  through  Incar- 
nation. Can  you  give  right  thinking  the  test  of  the 
flesh?  If  you  can,  that  is  example,  and  'tis  greater 
than  precept. 

When  Movement,  Spoken  Word,  Written  Word  and 
Incarnation  have  entered  into  your  development,  the 
fifth  element  is  already  yours ;  the  way  is  then  prepared 
for  the  Holy  Spirit  to  teach  through  you. 

If  you  ask  for  a  precedent  for  this  order  of  develop- 
ment, turn  to  the  first  chapter  in  Genesis  and  read  that 
God  "  moved  "  before  he  spoke  into  existence  the 
formed  universe.  He  spoke  to  Adam,  Noah,  Abraham 
and  others  for  hundreds  of  years  before  the  written 
word  was  given  to  Moses.  Then,  moving,  speaking 
and  writing,  through  prophet,  priest  and  king,  he  led 
the  children  of  Israel  until  "  the  word  became  flesh 
and  dwelt  among  us."  Thus  is  prepared  the  way  fi>r 
the  Spirit  of  Truth. 


240    The  Relation  of  the  Sunday-school  to  Evangelism 
Individuality  and  Heredity  in  the  Sunday-school 

WILLIAM   HENRY  ROBERTS,  D.D.,  LL.D. 

Larger  success  in  Christian  work 
depends  upon  an  increasing  appre- 
hension of  the  joint  influence  of  indi- 
viduality and  heredity  upon  the 
moral  and  spiritual  welfare  of  human 
beings. 

Individuality  is  that  quality  which 

makes  a  man  distinct  from  all  other 

beings,  so  that  no  being  can  be  put  in 

his  place,  nor  confounded  with  him, 

w.  H.  Roberts,  D.D.       nor  he   with   Others.     It   is   that   in 

each  human  being  which  can  say,  I 

am,  I  must,  I  will.     Self -existence,  moral  responsibility, 

will  power,  —  these  are  its  great  elements. 

The  word  "  heredity"  describes  those  qualities  of  body 
and  mind  which  one  inherits  from  parents  or  other 
ancestors.  As  a  force,  it  tends  to  continue  in  succes- 
sive generations  both  the  good  and  evil  qualities  of  an- 
cestors, and  gives  efflcacy  to  the  proverb,  "  Like  father, 
like  child." 

Both  individuality  and  heredity  have  a  place  in  God's 
plan  for  earth  and  man.  Both  receive  divine  recogni- 
tion in  Holy  Scripture.  There  is  the  warning  to  the 
individual  in  the  fateful  words,  "  Every  one  of  us  shall 
give  an  account  of  himself  to  God";  and  there  is  the 
personal,  divine  appeal  in  the  persuasive  address,  "  Son, 
give  me  thine  heart."  Side  by  side  with  the  emphasis 
upon  individuality  is  found  the  acknowledgment  of 
the  fact  of  heredity  in  the  solemn  declaration,  "  By  one 
man  sin  entered  into  the  world,  and  death  by  sin,  and 
so  death  passed  upon  all  men";  over  against  which  is 
placed  the  promise  to  the  father  of  many  nations,  "  In 
thy  seed  shall  all  the  families  of  the  earth  be  blessed." 
There  is  also  the  recognition  by  religious  thinkers  of 
both  these  forces  in  the  long  and  unending  controversy 


hidividtiality  and  Heredity  241 

between  creationists  and  traducianists  as  to  the  origin 
of  the  human  soul.  The  scientific  trend  of  to-day  is  to 
make  heredity  the  great  force  influencing  human  lives 
in  their  development  and  results.  Not  a  few  magnify 
heredity  by  declaring  that  a  child's  education  should 
begin  two  hundred  years  before  its  birth. 

These  two  influences  need  each  to  be  taken  into  due 
consideration. 

From  the  side  of  individuality  it  is  necessary  to  bear 
in  mind  that  we  are  dealing  in  each  scholar  with  a  person 
who,  within  certain  limitations,  is  an  independent  per- 
son, with  a  heart  to  be  appealed  to,  a  mind  to  be  in- 
structed and  developed,  a  will  to  be  influenced.  This 
fact  lays  the  foundation  for  mental  progress  on  the  part 
of  the  individual,  for  proper  Sunday-school  training  in 
all  its  departments,  and  more  than  all,  for  direct  personal 
evangelistic  effort. 

But  while  individuality  is  present,  heredity  also  makes 
itself  manifest.  Every  scholar  present  is  a  child.  The 
words  "  father  "  and  "  mother  "  represent  ideas  con- 
taining the  potency  of  the  cumulative  forces  through 
the  successive  generations.  Christian  work  and  influence 
are  transmitted  from  one  generation  to  another. 

Individuality  and  heredity  both  require,  therefore, 
increasing  recognition  in  Sunday-school  training  of  the 
place  and  influence  of  the  family.  Whatever  view  is 
held  in  any  Christian  denomination  of  the  relation  of 
young  children  to  the  church,  there  is  in  all  of  them 
acknowledgment  of  the  power  of  social  forces,  especially 
of  those  which  center  in,  and  issue  from,  the  household. 

It  is  one  of  the  plain  facts  of  human  experience  that 
there  are  religious  and  irreligious  households,  and  as  a 
result  children  are  not  upon  the  same  level  as  to  things 
moral  and  spiritt:al  any  more  than  they  are  as  to  things 
material.  It  should  be,  therefore,  the  business  of  vSab- 
bath-school  offlcers  and  teachers  to  ascertain  who  in  the 
school  are  the  children  of  Christian  parents  and  who  are 
not.     These  classes  cannot  be  dealt  with  in  a  similar 


242    The  Relation  of  the  Sunday-school  to  Evangelism 

manner  to  secure  successful  results.  The  history  of 
each  scholar  should  be  carefully  ascertained.  Scholars 
should  be  grouped  appropriately. 

There  is  a  decided  tendency  on  the  part  of  many  to 
neglect  the  advantage  which  they  possess  in  the  Christian 
parentage  of  numerous  young  persons.  A  notable  instance 
of  this  neglect  came  under  my  observation  some  years 
past.  A  man  who  had  been  the  governor  of  one  of  the 
great  states  of  the  Union  heard,  when  he  was  over  sixty 
3^ears  of  age,  a  sermon  on  the  relation  of  the  children  of 
Christian  parents  to  the  church.  He  thought  upon  the 
whole  subject  carefulh^  and  then  appeared  before  the 
session  of  the  Presbyterian  church  of  the  city  in  which 
he  resided.  When  they  asked  him  when  he  became 
Christian,  he  replied  that  he  was  the  child  of  Christian 
parents;  that  he  had  been  carefully  trained  in  youth; 
that  as  a  man  he  had  been  faithful  in  all  dvity  as  a  mem- 
ber of  the  congregation ;  that  a  certain  visiting  minister 
had  preached  a  sermon  on  the  relation  of  children  to  the 
church  not  long  previous,  and  that  after  careful  thought 
he  had  come  to  the  conclusion  that  he  had  been  a  Chris- 
tian since  early  youth.  "  My  great  regret,"  he  added, 
"  is  that  I  have  been  left  to  find  out  the  fact  until  I  am 
over  sixty  j^ears  of  age." 

Another  suggestion  as  to  the  value  of  Christian  nur- 
ture in  Sabbath-school  work  is  found  in  the  remark  made 
by  that  very  successful  lay  missionary  among  the  de- 
praved classes  in  New  York  City,  Jerry  McAule3^  He 
made  the  statement  more  than  once,  that  he  never  knew 
a  man  permanently  converted  unless  he  had  a  good 
mother.  We  are  not  called  upon  to  accept  that  remark 
as  stating  a  rule  in  the  history  of  conversions.  But 
that  Jerry  McAuley  should  have  made  it  as  a  result  of 
close  observation  of  his  converts  is  a  sufficient  reason 
why  Sabbath-school  ofificers  and  teachers  should  give 
close  attention  to  the  scholars  who  have  good  mothers. 
The  power  of  heredity  is  very  great  in  human  life,  and 
should  be  used  for  good  when  the  minds  of  human  beings 


Individuality  and  Heredity  243 

are  in  the  plastic  condition  normal  to  youth,  not  when 
they  have  been  hardened  into  evil  ways  through  an  irre- 
ligious life. 

The  Christian  Sunda}'-school  has  no  greater  friend 
and  ally  than  the  Christian  family.  Let  us  bind  the 
two  more  firmly  together  and  use  both  for  the  moral 
and  spiritual  welfare  of  souls. 

To  reach  individuals  so  as  to  bring  them  to  Christ, 
to  use  aright  both  individuality  and  heredity,  the  evan- 
gelistic spirit  needs  to  be  increasingly  manifested  and 
cultivated  in  the  Sunday-school.  No  reference  is  made 
to  methods,  but  only  to  substance.  The  important 
thing  in  connection  with  evangelistic  work  is  to  have 
the  substance.  The  spirit  of  the  gospel  should  so  take 
hold  of  officers  and  teachers  that  their  speech  and  con- 
duct in  all  work  will  evidence  that  they  appreciate  the 
value  of  souls,  and  that  they  are  filled  with  longing  for 
the  salvation  of  their  scholars. 

The  necessity  for  this  is  found  in  several  considera- 
tions, such  as  the  nature  of  the  gospel  itself,  the  command 
of  Christ,  the  persistent  hunian  need  and  the  large  oppor- 
tunity for  evangelism  offered  in  every  Sabbath-school. 
Our  Ix)rd's  words,  "  Suffer  the  little  children  to  come  unto 
me,  and  forbid  them  not,"  should  be  a  stimulus  to  every 
superintendent  to  see  that  by  personal  effort  and  prayer, 
every  scholar,  whether  connected  with  a  religious  or  irre- 
ligious family,  not  only  receives  the  offer  of  Christ,  but 
is  persuaded  to  accept  him  as  Saviour  and  Lord. 

I  press  home  the  need  for  this  spirit  in  a  practical  way. 
The  Presbyterian  church  in  the  United  States  of  America 
reported,  for  the  year  ending  March  31,  1904,  in  its 
Sabbath-schools  972,000  scholars,  of  whom  240,000  were 
members  in  full  communion  in  the  church.  There  were 
732,000  scholars,  therefore,  who  were  proper  objects  of 
evangelistic  effort.  What  was  done  with  these  scholars? 
Let  us  consider  the  facts.  The  number  passing  out 
from  the  Sabbath-schools  every  year  is  put  by  some 
authorities   as   one   seventh  of   the  total    membership; 


244    The  Relation  of  the  Sunday-school  to  Evangelism 

by  others  at  one  eighth;  to  be  liberal,  we  will  put  it  at 
one  ninth.  That  means  that  these  Presbyterian  Sab- 
bath-schools ceased  to  have  as  a  part  of  their  constit- 
uency 108,000  scholars  in  the  3'ear  referred  to. 

During  that  year,  however,  only  36,000  persons  in 
the  Sabbath-schools  united  with  the  church.  We  are, 
therefore,  confronted  with  the  solemn  fact  that  72,000 
persons  appear  to  have  passed  out  from  the  Sabbath- 
schools  of  the  Presbyterian  church  in  a  single  3'ear  with- 
out having  accepted  Christ  as  their  Saviour  —  twice  as 
many  as  were  received  into  full  communion. 

This  fact  emphasizes  the  need  for  more  of  the  evangel- 
istic spirit  in  our  Sabbath-schools;  for  that  appeal  to  the 
individual  which  shall  lead  him  to  exercise  the  qualities 
which  belong  to  selfhood,  and  say,  "  I  am  a  Christian; 
I  must  serve  Christ;  I  will  be  his  and  his  alone." 

The  fact  just  stated  raises  also  the  issue  as  to  the 
primary  object  in  Sabbath-school  work.  This  object 
is  the  awakening  in  the  mind  of  the  individual  scholar 
of  what  may  be  called  the  Christ-consciousness.  Sunday- 
school  officers  and  teachers  should  persistently  grasp 
that  which  is  the  essential  in  religion.  The  great  thing 
in  a  Sunday-school  is  not  to  teach  Scripture  history, 
geography  and  biography.  It  is  not  to  make  familiar 
with  the  system  of  fundamental  Scripture  truth.  These 
things  are  good,  but  they  are  not  the  one  thing  needful. 
The  one  thing  needful  is  to  create  in  the  hearts  of  the 
pupils  a  Christ-consciousness.  The  ideal  Christian  life 
is  the  product  of  a  sweet  and  trustful  Christ -conscious- 
ness in  the  mind  and  heart  of  a  human  being. 

The  beginnings  of  such  a  life  can  be  promoted  through 
the  sensitiveness  of  youthful  minds  to  the  power  of  the 
natural  ties  which  unite  parents  and  children.  The 
words  "  father  "  and  "  mother  "  stand  for  primal  and 
mighty  forces  in  human  life,  forces  which  our  Lord  laid 
hold  upon  when  he  taught  all  men  to  pray  saying. 
"  Our  father,  which  art  in  heaven."  The  great  thing 
in  religion  is  to  emphasize  God  as  the  heavenly  Father, 


hidividiiality  and  Heredity  245 

Christ  as  the  great  elder  brother;  to  bring  the  young 
slowh'  but  surely  to  the  realization  of  his  nearness,  of 
his  willingness  to  save,  guide  and  bless,  both  for  this 
life  and  the  life  to  come.  The  period  of  youth,  with  its 
sensitiveness  and  imaginativeness,  is  used  by  the  Holy 
Spirit  to  bring  into  the  lives  of  many  scholars  the  in- 
fluence of  that  love  which  casteth  out  fear.  This  divine 
love,  when  realized,  will  grow  and  become  the  controlling 
force  in  individual  thought  and  life. 

Individuality  stands  for  the  responsibility  of  each 
soul  to  its  Maker,  and  heredity  suggests  the  power  of 
the  social  affections  and  relationships  both  in  man  and 
God.  Both  these  influences  are  working  mightil}^  in 
the  present.  The  sense  of  responsibility  has  produced 
a  vast  increase  in  Christian  effort,  for  v/hich  we  have 
always  reason  to  thank  God,  and  the  power  of  the 
affections  has  brought  Christians  to  a  sense  of  their 
relationship  each  to  the  other,  to  all  men,  and  above  all 
to  Christ. 

This  convention  is  suggestive  of  another  gathering 
near  at  hand.  Xext  November  there  will  meet  in 
the  city  of  New  York  the  official  representatives  of 
twenty-five  of  the  leading  Christian  denominations  in 
the  United  States  of  America,  to  give  expression  to  the 
visible  unity  in  the  family  of  God,  and  to  ascertain  how 
they  may  give  to  this  existing  unity  more  definite  form 
and  more  practical  efficiency.  The  Interchurch  Con- 
ference on  Federation,  when  it  meets,  will  owe  much 
to  this  International  Sunday-school  Convention,  for 
you  have  been  for  a  generation  drawing  Christians  of 
all  denominations  together  into  that  voluntary  fellow- 
ship which  is  the  appropriate  forerunner  of  official 
fellowship. 

More  and  more  may  Christians  everywhere  come  tc 
the  understanding  of  the  fact  that  they  are  part  of  that 
great,  gracious  and  mighty  family  which  is  the  Church 
of  God. 


246    The  Relation  of  the  Sunday-school  to  Evangelism 


The  Sunday-school  as  an  Evangelistic  Force 

Dean   FRANK  K.   SANDERS,  Ph.D. 

Vale   University,  New  Haven,  Conn.,   U.  S.  A. 

It  is  an  encouraging  sign  of  the 
times  when  place  is  given  in  a  great 
public  gathering  to  the  broad  and 
candid  consideration  of  the  educa- 
tional and  evangelistic  values  of  the 
Sunday-school.  My  purpose  is  not 
to  review  what  has  been  achieved  so 
much  as  on  the  basis  of  that  achieve- 
ment to  indicate  the  opportunity  of 
to-day. 

F.  K.  Sanders,  Ph.D.  I  shall  use  my  terms  in  their  broad- 

est sense.  By  the  Sunday-school  is 
meant  the  school  that  ought  to  be  the  school  for  all  ages, 
from  little  ones  to  adults,  definable  as  the  church  organ- 
ized to  promote  the  religious  education  of  her  whole 
constituency.  By  evangelism  in  the  Sunday-school  is 
meant  that  use  of  its  resources  and  opportunities  which 
shall  wisely  prepare  its  membership,  young  and  old  alike, 
for  an  intelligent  acceptance  of  Christian  discipleship, 
and  shall  bring  them  in  some  appropriate  wa}^  face  to 
face  with  a  decision.  Such  evangelism  will  be  predomi- 
nantly educational  in  its  methods,  a  course  of  Christian 
nurture  rather  than  a  spasm  of  Christian  zeal. 

Your  attention  is  asked  to  several  facts  which  bring 
out  the  truly  impressive  evangelistic  opportunit}^  of  the 
Sunday-school  in  its  work  for  those  who  are  approach- 
ing maturity.  Let  us  note,  in  the  first  place,  that  the 
age  when  the  Sunday-school  commands  with  little  diffi- 
culty the  loyalty  of  the  growing  boy  or  girl  is  the  very 
age  most  suitable  for  the  beginning  of  intelligent  disci- 
pleship, and  mostlikeh''  to  be  responsive  to  a  wise  appeal. 
The  great  majority  of  active  Christians  gave  themselves 
to  God  before  the  age  of  eighteen.     Out  of  1,784  cases 


An  Evangelistic  Force  247 

of  men  who  are  leaders  in  Christian  serviceableness 
studied  by  Professors  Coe  and  Starbuck  and  by  Dr.  Mc- 
Kinne_v,  the  average  age  of  public  confession  of  Christ 
had  been  16.4  years. 

A  wider  and  more  careful  induction  would  probably 
lower  this  average,  or  would  at  least  place  somewhat 
earlier  the  average  age  of  awakened  religious  earnestness. 
Many  never  know  when  they  began  to  love  God  and  to 
wish  to  obey  him;  many  more  have  shown  a  definite 
desire  to  be  true  disciples  of- Jesus  in  their  simple,  child- 
like fashion,  while  very  yoting.  Henry  Drummond  was 
so  manifestly  a  genuine  Christian  at  nine  years  of  age 
that  he  was  given  membership  in  a  Scottish  church  and 
admitted  to  communion. 

It  is  less  important  to  determine  the  earliest  age  at 
which  conversion  is  possible  than  it  is  to  be  warned  con- 
cerning the  age  after  which  conversion  ceases  to  be  likely. 
The  age  of  adolescence  is  the  critical  age.  The  Christian 
Church  cannot  afford  to  let  her  youth  pass  by  the  age  of 
eighteen,  or  even  much  less  than  that,  unconsecrated  to  a 
life  of  Christlike  love. 

In  the  second  place,  the  child  or  young  person  wisely 
won  to  discipleship  tends  to  remain  faithfiil  for  life. 
The  impressions  of  youth  are  those  which  characterize 
the  man.  His  personality,  and,  one  might  almost  say, 
his  career,  can  be  predicted  by  the  one  who  knows  his 
bo}-ish  soul.  His  youthful  ideals  become  deliberate 
habitudes  of  m.ind.  No  period  of  life  can  com.pare  in 
far-reaching  importance  with  the  age  of  adolescence, 
from  twelve  to  eighteen.  It  is  vital  that  the  church 
shall  have  the  molding  of  these  potential  years. 

A  third  reason  follows  closely  on  the  second.  When 
a  young  person  becomes  a  disciple  it  means  many  active 
and  tiseful  years  in  the  service  of  the  church ;  of  greater 
significance  than  the  saving  of  a  soul  is  the  happy  con- 
secration of  a  life.  The  aggressive  ability  of  the  church 
of  to-morrow  will  depend  upon  its  accession  of  a  host  of 
the  strong  and  zealous  young  men  and  women  of  to-day. 


248    Th:  Relation  of  the  Sunday-school  to  Evangelism 

But,  furthermore,  it  is  a  matter  of  actual  record  that 
the  church  of  to-day  is  actually  securing  a  large  propor- 
tion of  its  new  membership  directly  from  the  Sunday- 
school.  The  days  of  great  revivals  may  not  be  over; 
but  they  are  far  less  frequent  or  dependable  than  in 
olden  time.  Christian  nurture  seems  to  be  more  in 
accord  with  the  temper  of  the  times,  a  fact  which  is 
largely  due,  it  seems  to  me,  to  the  practical  effective- 
ness of  the  Sunday-school. 

No  one,  then,  can  doubt  that  the  Sunday-school  has  a 
duty  to  promote  a  wise  and  true  evangelism.  It  holds 
the  key  position  in  Christianity's  campaign.  It  must 
provide  the  proper  means  for  the  religious  education  of 
the  growing  personality;  it  must  give' anxious  atten- 
tion to  the  constant  building  of  character;  it  must  also 
plan  to  guide  to  the  point  of  decision  the  impulse  of  the 
well-taught  and  well -trained  youth  to  begin  a  life  of 
discipleship.  The  three  processes  are  closely  related. 
Each  implies  and  requires  the  other  two. 

I  am  well  av.^are  that  a  growing  host  of  Sunday- 
schools  are  doing  each  year  this  threefold  work  with 
increasing  success.  Certain  classes  have  been  doing  it 
for  decades. 

Looking,  however,  at  those  who  are  more  closely  the 
wards  of  the  school,  the  boys  and  girls  w^ho  have  not 
reached  the  age  of  sixteen,  the  question  for  us  all  to 
consider  is.  What  must  we  do  to  insure  the  loyal  accept- 
ance of  each  one  at  the  proper  time  of  the  privilege  and 
duties  of  discipleship  ?  How  shall  our  schools  meet  their 
evangelistic  opportunity  on  behalf  of  the  church? 

We  may  say  frankly  at  the  outset  that  it  should  never 
be  accomplished  in  wholesale  fashion  by  fervid  appeals 
to  a  whole  school.  Such  ajipeals  will  be  temporarily  suc- 
cessful, bt:t  permanently  mischievous.  Normal  evan- 
gelization is  a  process  of  handpicking,  the  outcome  of 
Christian  culture  and  wise  personal  influence.  Hence, 
the  foremost  factor  in  the  promotion  of  evangelistic 
results  in  the  Sunday-school  is  a  well-organized,  happily 


An  Evangelistic  Force  249 

cooperating  staff  of  officers  and  teachers.  The  first 
problem  of  the  anxious  pastor  is  right  here.  Organiza- 
tion and  system,  resulting  in  the  actual  ability  of  the 
superintendent  to  direct  and  mold  the  development  of 
the  work  of  the  school  at  every  part,  and  aflfording  him 
continuous  knowledge  of  its  condition  at  any  time,  will 
give  the  pastor  a  mastery  of  the  spiritual  situation. 

Of  no  less  importance  is  the  personality  of  the  teacher. 
A.  heaven-bom  teacher,  trained  for  effective  and  intelli- 
gent work,  is  quite  independent  of  equipment.  But  the 
great  majority  of  good  teachers  have  to  grow  to  their 
work  by  zealous  and  sensible  application.  The  teacher 
who  has  a  genuinely  unselfish  love  for  his  class,  rejoicing 
in  any  personal  sacrifice  for  its  welfare ;  who  has  learned 
to  carry  each  member  on  his  heart,  agonizing  in  his 
behalf  at  the  throne  of  grace ;  who  studies  faithfully  to 
attain  such  a  mastery  of  his  subject  that  he  can  help 
his  class  to  get  its  full  educational  and  inspirational  value, 
will  be  a  power,  provided  he  does  not  fail  to  do  one  thing 
more.  His  pupils  are  prevailingly  at  home  or  at  a  secular 
school.  If  he  can  form  a  working  union  with  the  parents 
and  with  the  favorite  daily  teacher  of  his  pupil,  he  will 
execute  an  enveloping  movement  surpassing  those  of 
Oyama.  A  boy  or  girl  can  readily  set  one  kind  of  in- 
strviction  over  against  another  and  be  unaffected  by 
either ;   he  cannot  long  resist  an  intelligent  combination. 

But  the  best  of  teachers  is  better  ofT  with  a  first-rate 
set  of  appliances  and  amid  favoring  conditions.  A 
third  factor  in  the  evangelistic  efficiency  of  the  Sunday- 
school  will  be  a  carefully  graded  adjustment  of  teachers, 
pupils  and  courses  of  study.  Much  of  the  inefficiency 
of  our  work  is  due  to  a  forgetfulness  of  the  fact  that 
minds  differ  radically  at  different  ages  in  their  receptive- 
ness  to  ideas.  What  thrills  mj^  soul  may  not  make  the 
slightest  impression  upon  an  alert  twelve-year-old.  It 
is  foolish  to  ignure  in  the  structure  of  our  lessons  and  in 
the  methods  by  which  we  teach,  the  imaginativeness  of 
the   child,   the   impressibility   and   retentiveness  of   the 


250    The  Relation  of  the  Sunday-school  to  Evangelism 

little  boy  or  girl,  the  alertness  and  seeming  irreverence 
combined  with  hero-worship  of  the  junior  age  and  the 
idealizing   tendency   of   youth. 

These  open  natural  avenues  of  religious  expression. 
Fortunate  and  rare  is  the  teacher  who  can  adapt  him- 
self to  each  stage  of  mental  and  spiritual  growth.  As  in 
the  public  schools  it  would  seem  that  the  average  teacher 
must  find  his  place  of  largest  power  and  hold  it.  Fortu- 
nate is  the  superintendent  who  has  a  row  of  such  teachers 
through  whose  successive  influence  his  children  pass. 
Such  a  school  can  do  ifs  full  dut}''  by  each  child.  Tlie 
passing  through  the  different  grades  of  such  a  school 
will  be  a  course  in  Christian  culture.  Adolescence  needs 
the  educational  rather  than  the  emotional  .preparation. 
Yet  no  course  of  study  is  in  itself  sufficient.  Every  pupil 
in  a  Sunday-school  is  a  new  problem  in  salvation.  No 
two  lives  respond  intelligently  to  the  same  stimulus. 
One  by  one  they  must  be  led  to  claim  their  natural  reli- 
gious inheritance.  The  step  need  not  be  revolutionary, 
since  it  asks  for  no  more  than  the  normal  religious  con- 
sciousness of  youth  approves. 

Since  the  average  teacher  is  unable  to  correlate  health- 
ful religious  ideas  with  those  to  which  the  day-school  is 
constantly  directing  the  attention  of  an  active  mind  the 
fourth  factor  in  the  evangelistic  efficiency  of  the  Sunday- 
school  is  a  pastor's  class,  held  often  and  appropriately 
at  the  Lenten  season,  for  the  purpose  of  discussing  the 
truths  and  experiences  which  underlie  the  Christian  life. 
Its  membership  is  the  adolescent  portion  of  the  Sunday- 
school.  This  class,  like  those  of  the  school,  will  be  suc- 
cessful in  proportion  as  its  sections  are  graded  and  its 
leader  makes  a  personal  contact  with  each  shy,  yet  im- 
pressible consciousness.  It  is  the  pastor's  greatest  op- 
porttmity.  By  it  he  can  prepare  with  ease  the  vast 
majority  of  the  children  of  the  church  for  their  momen- 
tous choice. 

This  brings  us  to  the  last  factor  in  the  evangelistic 
efficiency  of  the  school,  the  affectionate  appeal  to  ever}^ 


All  Evangelistic  Force  251 

boy  or  girl  who  has  come  to  the  age  of  intelHgent  choice, 
to  make  a  deliberate  acceptance  of  Jesus  as  friend,  helper 
and  Lord.  Without  this  appeal  all  other  factors  may 
be  rendered  inoperative.  Many  children  will  be  led  to 
this  decision  by  a  loving  teacher  at  some  opportune 
moment.  A  few  will  quietly  make  it  for  themselves, 
aided  by  the  Christian  fellowship  of  the  home.  In  many 
schools  and  with  repeated  success  these  results  are  being 
sought  upon  a  special  day  of  the  year,  known  as  Decision 
Day. 

Such  a  day,  properly  guarded  and  prepared  for,  may 
become  the  most  important  day  of  the  year.  I  cannot 
refrain  from  expressing  the  twofold  conviction  that  De- 
cision Day  shovild  be  wholly  controlled  by  the  pastor, 
and  that  the  greatest  pains  should  be  taken  to  avoid  an 
appeal  to  the  tmprepared  or  immature.  It  is  a  day  for 
the  tender,  loving  presentation  of  the  invitation  of  Jesus 
to  little  children  to  become  his  friends  and  disciples,  of 
the  glor}^  and  power  of  a  righteous,  holy,  unselfish 
Christ-like  life,  and  of  the  duty  of  making  a  deliberate 
choice.  It  is  a  day  when  the  consecrated  teacher  may 
second  this  appeal  with  those  whom  he  believes  are 
ready  to  make  an  intelligent  decision.  It  is  not  a  matter 
of  age,  but  of  preparation.  Some  are  as  ready  at  eight 
years  of  age  as  others  at  twelve. 

These  are,  after  all,  but  the  outward,  systematized 
means  of  promoting  spiritual  efficiency  in  the  Sunday- 
school.  What  of  the  many  subsidiary  agencies,  each  of 
real  importance,  —  the  enrichment  of  the  mind  by  the 
memorizing  of  choice  passages  from  Scripture  or  from 
great  religious  thinkers,  by  familiarity  with  great  works 
of  art,  by  the  cultivation  of  missionary  interest  and 
enthusiasm,  and  of  civic  and  national  loyalty  and  respon- 
sibility? Often  a  permanent  religious  impression  will  be 
made  upon  a  boyish  mind  by  the  personality  of  some 
great  and  good  man  who  is  introduced  to  address  the 
school.  Thousands  of  missionaries  and  tens  of  thou- 
sands of    godly  men  and   women  at    home   have  been 


252    TJic  Relation  of  tlic  Sutiday-school  to  Evangelism 

secured  by  such  affectionate  impressions  in  the  Sunday- 
school. 

What  of  the  following-up  of  the  results  of  the  deci- 
sions made  in  the  Sunday-school?  The  young  Christian 
is  in  greater  need  than  ever.  His  uniting  with  the 
church  is  but  an  incident,  a  public  avowal  of  his  deter- 
mined purpose  to  lead  a  consecrated  life.  More  than 
ever  he  needs  the  instruction  of  a  faithful  pastor  and  the 
counsel  of  a  friendly  teacher.  By  active  service  of  some 
.sort  he  will  find  himself  and  begin  a  life  of  spiritual 
individuality.  It  is  not  easy  to  define  evangelistic 
efficiency  in  arithmetical  terms.  One  Sunday-school 
which  systematically  studies  its  evangelistic  oppor- 
tunity reports,  out  of  a  membership  of  two  hundred  a 
year,  an  average  admission  to  the  church  of  ten.  An- 
other, with  a  membership  of  five  hundred,  reports  an 
ingathering  of  fifty.  As  a  i-esult  of  steady  Christian 
nurture  ten  per  cent  may,  perhaps,  be  an  average  ex- 
pectation. 

I  have  dealt  with  this  important  theme  in  a  very 
matter-of-fact  way,  emphasizing  the  exercise  of  judg- 
ment rather  than  emotion ;  a  course  of  Christian  nurture 
rather  than  a  day  of  revival;  a  systematic  use  of  the 
resources  of  the  Sunday-school  rather  than  a  hasty 
preparation  for  one  grand  effort.  But  there  is  un- 
measured inspiration  in  the  challenge  which  these  pro- 
saic facts  convey.  Thej'  exhibit  a  door  widely  open,  an 
achievement  at  our  hand,  a  harvest  which  by  prayerful 
and  persistent  endeavor  we  may  reap.  May  not  our 
Sunday-schools  become  continuously  in  session  for  the 
promotion  of  these  spiritual  results  which  will  abun- 
dantly justify  the  large  trust  which  has  been  imposed 
upon  us  by  the  Church  of  God? 


The  Age  of  Spiritual  Awakening 


253 


The  Age  of  Spiritual  Awakening 

A.  B.  VAN  ORMER.  D.D.,  Ph.D. 


1st 

2 1 

i\ 

4th 

5  th 

6th 

Series  i 

16 

18 

20 

14 

12 

10  years. 

Series  2 

14 

16 

18 

12 

20 

10  vears. 

A.  B.  V.;\N- Oriier,  D.D 


Whether  the  effort  be  put  forth 
by  the  home  or  by  the  Bible  school, 
at  what  age  shall  we  expect  and 
try  to  obtain  the  spiritual  awaken- 
ing of  children?  At  what  age  shall 
we  expect,  or  try  to  obtain,  that 
intensification  of  religious  interest 
that  shall  manifest  itself  in  a  public 
confession  of  Jesus  Christ,  made  in 
obedience  to  the  Master's  injiinction 
to  confession  as  a  badge  of  faith, 
fellowship  and  loyalty?  At  what 
age  shall  we  expect,  or  tn.^  to  obtain,  on  the  part  of  those 
who  have  been  indifferent  to  the  things  of  the  spiritual 
life,  a  change  in  life-attitude  whereby  the  center  of 
interest  and  of  devotion  shall  pass  from  self  to  God  and 
fellowman  ? 

These  questions,  or  their  variant  forms,  express  the 
problem  of  our  concern. 

The  problem  may  be  approached  in  one  of  two  ways 
by  those  who  would  attempt  its  solution. 

There  is,  first,  the  ever  open,  easily  traveled,  much 
extolled,  and,  to  many,  peculiarly  satisfactory^  and  final 
way  of  deduction.  Quite  as  descriptively  this  way  can 
be  called  the  way  of  hasty  generalization.  The  two 
names  emphasize  the  two  phases  of  this  way  of  ap- 
proach. Deduction  is  legitimate;  the  fallacy  lies  in  the 
abbreviation,  if  not  elimination,  of  the  inductive  process 
that  should  precede  deduction.  A  single  bit  of  indi- 
vidual experience,  unverified  by  repeated  and  closely 
scrutinized  and  interrogated  instances  in  one's  later 
experience,  or  in  the  experiences  of  others,  often  becomes 


2  54    The  Relation  of  the  Sunday-school  to  Evangelism 

determinative  of  conduct.  Nor  is  this  "  bit  of  ex- 
perience "  always  necessary.  A  flitting  thought  is 
delayed  in  its  flight,  becomes  insistent,  and,  through  the 
peculiar  charm  that  things  of  our  own  production  have, 
it  determines  our  action.  At  times  an  interpretation 
(we  fear  it  is  often  a  misinterpretation)  of  a  passage  of 
Scripture  is  made  to  sanction  an  existing  custom,  or  is 
made  to  be  sponsor  for  some  innovation.  Thus  is  the 
way  to  the  problem's  solution  made  easy. 

Among  the  answers  to  the  problem,  gotten  in  this  easy 
way,  there  is  marked  discrepancy.  Some  would  have 
all  children  put  on  religious  clothes,  ready-made  to  a 
pattern  cut  out  for  the  average  child,  however  ill- 
fitting  and  uncomfortable  they  might  be  to  the  wearer. 
Others,  apostle-like,  find  no  place  in  the  church  for  the 
children,  and  demand  an  intellectual  apprehension  of  a 
theological  system  as  a  prerequisite  to  church  fellow- 
ship. Thus  do  our  practices  and  our  thinking  oscillate 
between  too  little  and  too  much,  or  unwise,  concern 
about  the  religious  life  of  children.  And  we  are  more  or 
less  at  the  mercy  of  enthusiasts  who  advocate  their 
solutions. 

But  there  is  another  way  of  approach  to  our  problem. 
It  is  a  way  that  is  more  tedious,  more  difficult,  less 
traveled;  yet,  withal,  a  way  more  reliable,  more  helpful. 
This  way  is  the  way  of  induction.  It  seeks  to  find 
through  children  a  solution  to  the  problem.  For,  in 
child  nature,  it  holds,  there  are  to  be  found  laws  of 
growth  and  development  that  have  been  put  there  by 
the  Author  of  child  nature;  laws  that  are  usable  and 
intended  to  be  used  in  securing  the  ends  divinely  made 
possible  to  children.  Among  these  ends  are  to  be  in- 
cluded the  soul's  acceptance  of  Jesus  Christ  as  a  per- 
sonal saviour  and  the  soul's  declaration  of  loyalty  to  him. 

Assuming  (for  we  cannot  now  attempt  a  demonstra- 
tion) the  existence  of  such  laws,  God-given  and  usable, 
our  approach  to  the  problem  before  us  is  by  the  way 
of   induction.     Approximately  ten    thousand    obituary 


The  Age  of  Spiritual  Awakening  255 

notices  from  the  Christian  Advocate  of  New  York  were 
made  accessible  to  us  by  Miss  Josephine  Baldwin,  the 
editor  of  the  Memoir  Department  of  the  Advocate.  These 
memoirs  were  carefully  examined,  with  the  result  that 
almost  five  thousand  were  available  for  our  study. 
There  were  2,276  available  memoirs  of  men  and  2,542  of 
women.  The  memoirs  cover  all  the  decades  of  the  nine- 
teenth century,  with  the  varying  conditions  of  religious 
interest  that  occurred  during  the  century.  From  these 
cases  the  curves  were  plotted.  Many  of  the  memoirs 
made  known  the  atmosphere  in  which  the  persons  had 
been  reared.  Because  of  this  fact  it  was  possible  to 
plot  curves  of  the  awakening  of  persons  whose  home 
influences  were  favorable  to  religious  growth. 

Our  faith  in  the  messages  of  the  curves  may  be  in- 
tensified by  reflection  on  several  corroborative  facts. 
Broadly  speaking,  there  is  an  intellectual  corroboration 
of  these  curves.  There  are  ages  when  certain  intellectual 
characteristics  rise  into  greater  prominence.  These  ages 
coincide  with  the  crests  of  the  curves  before  us.  But 
much  more  pronounced  and  definite  is  the  corroboration 
that  comes  from  the  facts  of  phj'sical  growth  and  of  the 
precocity  of  girls.  The  crests  of  the  curves  for  increase 
in  both  height  and  weight  are  found  at  the  same  ages 
as  are  the  crests  of  the  curves  under  consideration. 
And  in  these  height  and  weight  curves  the  girls  are  seen 
to  reach  their  crests  about  two  years  before  the  bo^^s. 
Dr.  Havelock  Ellis  in  his  elaborate  study  of  "  Man  and 
Woman  "  points  out  the  precocity  of  girls  in  both 
puberty  and  intellectual  development.  Examining  the 
curves  before  us  [see  their  gist  above],  we  find  this  same 
precocity  in  the  matter  of  spiritual  awakening.  In 
view  of  these  several  corroborative  facts,  we  are  made 
to  feel  that,  at  least,  there  is  in  these  curves  a  measure 
of  suggestiveness  that  we  as  religious  workers  may  well 
ponder. 

In  the  interpretation  of  the  curves  we  are  now  con- 
cerned   with   one   thing,  —  the   practical   guidance   and 


256    The  Relation  of  the  Sunday-school  to  Evangelism 

admonition  they  give  to  us  who  are  concerned  about  the 
religious  life  of  young  people.  The  theoretical,  the 
hypothetical,  to  persons  thus  concerned,  should  ever 
be  subordinated  to  the  other  functions  of  science  which 
have  to  do  with  the  gathering  of  facts  and  the  reaching 
of  generalizations  therefrom. 

These  are  the  messages  of  the  curves,  as  we  hear 
them : 

1.  There  is  a  possibility  of  a  late-in-life  spiritual 
awakening.  We  are  glad.  So  says  God's  Word.  It  is 
never  too  late  to  an  awakened  soul.  But  this  possibility 
is  offset  by  an  ever-increasing  preponderance  of  im- 
probability of  such  an  awakening.  God's  Word  is  plain 
on  the  matter  of  procrastination  of  decision. 

2.  The  possibility  of  a  very  early  awakening  is  shown 
by  the  curves,  and,  in  view  of  the  Master's  treatment  of 
children,  this  possibility  should  be  kept  in  mind.  It  is 
to  be  feared  that  the  present  tendency  is  in  danger  of 
over  intensifying  the  Master's  attitude.  The  curves  tell 
of  the  very  great  improbability  of  very  early  intense 
awakenings. 

3.  At  some  ages  spiritual  awakenings  are  more 
probable  than  at  other  ages.  These  ages  of  probability 
arrange  themselves  into  a  series  of  ages  repi-esenting 
decreasing  probability  [see  Series  i,  above,  for  men; 
Series  2,  for  women]. 

4.  The  favorable  home  influence  curves,  by  showing  a 
larger  percentage  of  awakenings  at  the  earlier  crest  ages, 
spell  out  with  Biblical  correctness  the  worthwhileness  of 
parental,  home  religion. 

5.  The  earlier  awakening  of  girls  and  young  women 
[compare  above  series  to  the  sixth  place]  is  plainly 
shown.  This  is  a  fact  that  church  and  home  alike  and 
together  should  note  carefully. 

There  are  two  mutually  antagonistic  tendencies,  the 
concern  alike  of  theory  and  of  practice,  that  manifest 
themselves  among  persons  concerned  about  the  spiritual 
life  and  development  of  children. 


The  Age  of  Spiritual  Awakening  257 

The  former  of  these  tendencies  makes  for  the  repres- 
sion of  an  early  awakening.  This  tendency  roots  itself 
in  the  gratuitous  assumption  that  a  more  or  less  com- 
plete theological  system  should  be  comprehended  as  a 
prerequisite  to  public  confession  of  Jesus  Christ.  "  You 
are  not  old  enough  yet  ";  "  Wait  awhile  ";  "  Wait  till 
you  can  tmderstand  ";  "  Do  you  think  you  understand 
what  you  want  to  do?  "  — These  and  similar  expressions 
by  which  young  people  are  forbidden  the  privilege  of 
public  confession  are  the  fruitage  of  this  tendency. 

The  curves  are  uncompromising  in  their  opposition  to 
this  tendency.  More  than  12%  of  all  the  plotted  awak- 
enings of  men  occurred  before  or  at  twelve  years  of  age ; 
of  women  more  than  16  9c  occurred  before  or  at  twelve 
years  of  age.  In  the  favorable  home  influence  cases 
more  than  21%  oi  the  men  made  their  public  confession 
before  or  at  twelve  years  of  age;  of  the  women,  more 
than  379c- 

The  curves  are  supported,  in  their  opposition  to  this 
tendency,  by  three  lines  of  argument  which  we  merely 
indicate  in  this  condensation:  a.  The  law  of  habitua- 
tion, b.  The  law  of  repressed  interests,  c.  The  voice 
of  experience. 

The  other  tendency,  antagonistic  to  repression,  is  that 
of  overpresstire,  overstimulation,  whereby  the  forms  of 
religious  experiences  are  secured  on  the  part  of  the 
young  without  their  accompanying  substance.  This 
tendency  is  much,  too  much,  in  evidence  to-day.  It  is 
dangerous,  for  thus  can  one  be  hardened  against  Christ 
and  his  religion  as  effectually  as,  if  not  more  so  than, 
in  any  other  way.  To  the  hot-house  process  of  over- 
pressure the  child  is  as  susceptible  in  religious  things  as 
in  things  educational. 

Why  this  haste,  this  impatience,  this  anxiety  for 
reportable  "conversions"?  The  curves  are  against  it. 
In  the  favorable  home-influence  curves  the  percent- 
age of  awakening  at  or  before  twelve  years  of  age  is 
21   for  men;  for  women,  37.     Over  against   these  stand 


258    The  Kclatioii.  of  the  Siiiiday-school  to  Evaiigdisjii 

for  men  79%,  for  women  63%  awakened  after  twelve 
years. 

Shall  we  then  be  indifferent?  Be  rather  the  more 
concerned.  But  be  concerned  about  pure  atmosphere, 
the  teachings  of  the  facts  of  religion,  the  living  of  the 
Christ-life  before  and  with  the  children,  the  growth  into 
increasing  fullness  of  service,  relying  on  the  Holy  Spirit's 
use  of  these  means  to  secure  the  surrendered  life. 

"  My  dear,  have  you  found  Jesus?  "  asked  an  anxious 
father  of  a  dying  daughter,  twelve  years  old.  He  knew 
of  no  "  experience  "  she  had  had.  "  When  did  I  lose 
him,  father?"  was  her  answer.  The  memoirs  in  many, 
many  cases  show  this  to  be  an  actual  as  well  as  a  possible 
experience.  Life  had  been  a  continual  growth  in  love 
and  service.  Shall  we  not  make  this  an  ideal?  Or,  if 
not,  shall  we  not  at  least  grant  that  this  is  one  way  of 
finding  God  and  allow  for  it  in  our  procedures,  thus 
seeking  to  provide  for  the  several  temperamental 
peculiarities  as  we  test  those  who  seek  admission  into 
His  church,  as  we  present  His  claims  and  confession  to 
our  young  people? 

The  memoirs  justify  us  in  holding,  with  a  devoted 
student  and  lover  of  children,  that, 

"  To  become  sensible  of  oneness  with  the  Divine 
Heart  before  any  sense  of  separation  has  been  felt,  —  this 
is  surely  the  most  beautiful  way  for  a  child  to  find  God." 


Evangelistic  Work  259 

Evangelistic  Work 

Rev.  JOHN  C.  CARMAN 
General  Secretary  Colorado  Sunday-school  Association 

E  Again  for  a  few  moments  we  hear 
this  bell  of  heaven  ring  in  our  hearts 
the  great  theme  of  this  convention, 
"  Winning  a  Generation  for  Christ." 
The  Sunday-school  is  the  further- 
most evangelistic  eflfort  of  the 
churches  of  Christendom.  And  the 
Sunday-school  Association  has  its 
chief  glory  in  that  it  is  the  inspirer 
of  the  Sundaj'-school  to  do  the  work 
Rev.  J.  c.  CAR.MAN         of  soul-winning. 

Directly  the  Sunday-school  Asso- 
ciation has  been  to  some  large  measure,  and  may  yet 
be  to  a  vastly  greater  measure,  the  divine-human  agent 
of  the  churches  and  the  Sunday-schools  in  that  splendid 
return  to  the  old-time  Xew  Testament  apostolic  method: 
"•  Daily  in  the  temple  and  from  house  to  house."  House- 
to-house  visitation  has  reached  many  multitudes  who 
were  neglected  and  neglectful  of  Christian  people.  And 
especially  is  this  true  in  the  great  cities  and  in  the  far 
West.  It  has  reached  and  won  to  the  Sunday-school  and 
church  and  Christ  many  boys  and  girls  and  older  ones. 
I  recall  that  in  one  of  the  cities  in  Colorado  a  house-to- 
house  visitation  not  very  largely  taken  hold  of  hy  the 
chvirches  yet  resulted  in  a  few  things  like  this:  two  new 
churches  organized,  two  new  Sunday-schools,  two  home 
departments  and  a  preaching  station.  These  were  im- 
mediate results  of  one  religious  census.  But  the  Sunday- 
school  Association  deals  inore  directly  with  the  work  of 
soul-winning  in  the  Sunday-school.  In  the  conventions 
and  institutes,  in  the  schools  of  methods,  in  the  visita- 
tions, in  the  literature  and  the  leaders,  the  Sunday-school 
officers  and  teachers  naturally  have  been  inspired  with 
courage  to  reach  their  scholars  for  Christ  at  once. 


26o    The  Relation  of  the  Sunday-school  to  Evangelism 

But  most  directly  is  the  personal  passion  for  souls 
to  be  found  in  the  hearts  of  such  men  and  women  as 
are  here  to-day.  I  saw  B.  F.  Jacobs  going  up  the  stair- 
way o|  our  convention  building  in  Champaign,  111.,  in 
the  midst  of  business,  —  he  being  chairman  of  the  Execu- 
tive Committee,  —  from  the  convention  room  to  the 
auditorium,  as  he  put  his  hand  on  the  shoulder  of  a 
child  on  the  stairs  and  spoke  to  her  about  giving  her 
heart  to  Christ  at  once.  I  have  seen  a  young  man, 
drawn  to  the  services  by  curiosity,  brought  to  Christ, 
and  going  out  at  once  and  bringing  his  parents  to  that 
service ;  and  all  of  them  gave  their  hearts  to  Christ  in 
that  very  service.  I  knew  a  man  to  lay  down  his  office 
and  say,  "  I  am  sorry  to  do  it,  but  I  go  a-fishing."  That 
is  what  I  mean  by  the  heart  power  and  passion  of  the 
Sunday-school  Association,  —  that,  without  it  on  the 
program  or  without  advertising  it  by  appeals  that  this 
is  an  evangelistic  meeting,  the  hearts  of  men  and  women 
who  are  in  earnest  to  save  boys  and  girls  will  be  able 
to  bring  people  to  Christ. 

I  appeal  to  you,  dear  fellow-workers  in  the  Lord  Jesus, 
who  is  surely  thinking  to-day,  as  our  beloved  friends 
who  have  gone  are  thinking,  of  the  finer  work  we  are 
going  to  do  in  the  organization  and  better  work  in  teach- 
ing, whether  we  shall  not  go  back  to  our  work  in  city  and 
state  and  province  with  a  richer  and  deeper  longing  of  soul 
to  save  the  boys  and  girls  to-day,  —  for  the  night  cometh 
and  to-morrow  they  may  be  gone. 


The  Message  of  the  Home  Department  261 


The  Message   of   the  Home  Department  of  the 

Sunday-school 

Rev.  SAMUEL  W.   DIKE,  LL.D. 

The  first  word  of  the  message  of 
the  Home  Department  to  us  is  its 
offer  of  a  large  increase  in  the  member- 
ship of  our  Sunday-schools. 

This  is  not  a  matter  of  theory. 
Three  years  ago  at  Denver  the  Home 
Department  membership  was  re- 
ported at  nearly  300.000.  Dr.  Dun- 
can reports  403,000  now.  We  know 
that  in  Massachusetts  there  were 
s.  w.  Dike,  LL.D.  35.000  reported  last  October,  and 
it  is  increasing  steadily.  It  is  now 
more  than  ten  per  cent  of  the  total  Sunday-school 
membership.  And  yet  less  than  half  the  schools  of 
that  state  have  Home  Departments.  Now,  with  even 
the  present  ratio  of  Massachusetts  extended  over  the 
country  we  should  have  nearly  a  million  and  a  half  of 
members  in  the  Home  Department.  Shall  we  not  have 
at  least  a  round  million  to  report  in  1908?  Of  course 
to  secure  this  increase  we  should  organize  and  push 
the  work.  But  let  the  means  of  doing  this  be  as  simple 
as  possible.  Running  away  from  Bible  study  in  the 
Sunday-school  is  not  so  easy  where  there  is  a  good  Home 
Department. 

Secondly,  the  Home  Department  has  a  message  to 
the  pastor  and  the  church  beyond  what  it  has  to  offer 
in  the  increase  of  the  membership  of  the  Sunday-school. 
For  it  brings  to  the  service  of  the  pastor  and  the  church 
an  reangelizing  agency  of  great  value.  It  says  to  the 
pastor  and  the  church,  "  I  offer  you  the  best  means  of 
finding,  knowing  and  keeping  in  touch  with  the  people 
who  most  need  you  but  who  are  most  likely  to  escape 
vour  notice."     These  visitors  are  a  standing  committee 


262    The  Relation  of  the  Sunday-school  to  Evangelism 

for  canvassing  the  parish.  They  have  a  definite  object 
in  their  quarterly  calls  that  affords  an  opening  to  inter- 
course on  other  topics  as  well.  Their  frequent  calls 
and  frank  conferences  beget  the  friendship  that  leads 
to  confidences.  The  pastor  thus  has  a  third  party  coop- 
erating with  him,  who  can  report  things  he  needs  to  know 
but  which  are  not  always  easily  given  to  him  directl}''. 
Were  there  no  other  advantage  from  having  a  Home 
Department  than  this  one  of  enabling  the  pastor  and 
the  church  to  reach  the  people  who  are  outside  the  church 
and  Sunday-school,  this  one  alone  would  generally  repay 
its  cost  in  time  and  effort. 

But  let  us  listen  to  a  third  word  in  the  message  of  the 
Home  Department  to  us.  This  word  may  not  at  first 
sight  seem  to  us  so  very  practical  as  something  that 
offers  increase  of  numbers  and  an  efficient  evangeliz- 
ing agency.  But  I  think  it  quite  as  well  worth  hear- 
ing as  any  other  part  of  the  message.  This  word  is 
that  the  Home  Department  of  the  Sunday-school  brings 
the  family  to  the  front.  The  Home  Department  of 
the  Sunday-school  is  a  home  institution.  It  does  its 
work  in  the  home.  It  enlists  the  interests  as  well 
as  the  affections  of  the  home.  Its  greatest  blessings 
are  on  the  home  for  its  good.  The  method  of  the 
Home  Department  has  made  a  great  transfer  of  work 
from  the  school  and  the  class  to  the  home.  It  thus 
marks  an  epoch  in  ways  of  working  that  will  repay 
study. 

Practically  within  a  century  or  a  little  more  we  have 
invented  or  developed  the  prayer-meeting,  the  Sunday- 
school,  the  missionary  concert,  the  sewing  circle,  the 
church  sociable,  and  the  young  people's  societies. 
You  will  notice  that  all  these  and  others  like  them 
have  made  use  of  a  collection  of  people  in  some  central 
place  away  from  their  homes.  To  use  a  sociological 
word,  they  have  been  communal  in  form.  As  we  have 
made  more  of  these  collective  or  communal  forms  of 
church  work,  we  have  made  less  of  the  home. 


The  Message  of  the  Home  Depart)}ieut         263 

Now  the  studies  of  the  sociologists  are  bringing  out 
the  great  significance  of  the  home.  The  problem  of 
modem  civilization  is  to  find  the  way  to  develop  the 
church,  the  school,  the  industry  and  the  state  out  of  the 
home  and  yet  not  leave  the  home  weak  through  sur- 
render of  too  much  of  its  own  distinctive  functions  in 
the  process. 

Now  we  are  prepared  to  see  the  real  significance  of 
the  Home  Department.  It  is  the  first  and  most  con- 
siderable attempt  for  a  century  to  make  use  of  the 
home  in  organized  connection  with  a  larger  social  in- 
stitution. For  this  reason  it  is  a  prophetic  institution. 
It  apparently  marks  an  epoch  in  social  methods.  The 
Sunday-school  has,  through  its  adoption,  won  the  dis- 
tinction of  being  the  first  of  the  great  classes  of  our  in- 
stitutions to  give  attention  to  the  great  problem  of 
bringing  the  home  into  its  proper  place  in  the  work  of 
society.  It  is  saying  to  the  Sunday-school,  "  Through 
your  adoption  of  the  Home  Department  you  are  touch- 
ing a  new  and  yet  one  of  the  oldest  of  social  forces.  You 
are  giving  a  new  direction  to  the  efforts  of  the  church 
that  has  in  it  great  promise  of  the  future." 

The  one  other  part  of  the  message  of  the  Home  De- 
partment that  I  wish  to  note  here  is  the  probability  that 
the  Home  Department  is  to  be  followed  by  other  methods 
of  using  the  home  for  religious  work.  It  really  calls  into 
use  a  new  force,  and  this  force  will  be  applied  in  other 
forms. 

The  societies  within  our  churches  are  examples  of 
the  kaleidoscopic  forms  which  religious  organization 
can  take  on  through  varied  use  of  the  collective  princi- 
ple. But  the  domestic  principle  is  very  unlike  the  com- 
munal. It  has  its  own  laws  and  its  own  hidden  resources. 
What  if  the  men  who  are  skilled  in  social  science,  and 
the  women,  too,  and  those  eager  in  practical  work,  should 
study  the  home  for  a  generation  or  two!  What  if  our 
Sunday-school  and  other  publishing  societies  should 
work  as  zealously  for  a  half  century  to  come  to  create 


264    The  Relation  of  the  Sunday-school  to  Evangelism 

a  literature  of  the  home  as  they  have  done  the  last  fifty 
years  in  their  present  field!  The  truth  is  that  we  have 
neglected  the  home  beyond  almost  any  other  social  in- 
stitution, and  yet  it  is  the  most  important  of  them  all. 
And  to  my  mind  the  Home  Department  of  the  Sunday- 
school  is  a  trumpet  call  to  the  church  to  discover  the 
possibilities  of  the  power  of  the  home  over  all  life. 

In  conclusion:  The  Home  Department  has  a  four- 
fold message  for  us.  First,  its  simple  principle  of  en- 
listing each  of  its  members  in  his  own  home  or  place  of 
abode  makes  it  possible  to  add  large  numbers  to  our 
Sunday-schools.  Not  less  than  a  million  should  be  in 
our  Home  Departments  in  1908.  Secondly,  the  Home 
Department  puts  into  the  hands  of  the  pastor  and  the 
church  an  evangelizing  agency  of  the  greatest  value. 
It  opens  homes,  gets  into  sympathy  and  keeps  in  touch 
with  people  not  reached  by  any  other  means.  Thirdly, 
it  calls  attention  to  the  family  as  an  institution  of  great 
capabilities  for  the  objects  of  the  church.  And  lastly, 
the  Home  Department  of  the  Sunday-school  seems  to 
be  the  first  of  a  series  of  inventions  that  may  be  found 
to  supplement  the  communal  forms  of  work  which 
hitherto  have  too  exclusively  absorbed  our  attention. 

Great  as  the  significance  of  the  Home  Department 
is  through  its  power  to  increase  the  membership  of  the 
Sunday-school,  its  real  meaning  is  far  deeper.  For  it 
is  a  call  to  the  church  to  recognize  the  slumbering 
resources  of  the  home  and  call  them  into  life. 


The  I.  B.  R.  A.  265 

The  I.  B.  R.  A. 

Rev.  CAREY  BONNER 
General  Secretary  British  Sunday-School   Union 

It  is  good  at  times,  sir,  that  men  of  Christ  should 
leave  the  arena  of  battle  for  the  mountain  of  vision. 
Yesterday  and  to-day  this  hall  has  witnessed  the 
Sunday-school  forces  engaged  in  bloodless  and  friendly, 
but  fairly  vigorous,  gladiatorial  display!  Now,  for  a 
few  moments,  we  climb  the  hillside  and  look  towards 
the  mom. 

To  us,  as  to  Ezekiel  the  seer,  the  glory  of  the  Lord 
comes  "  by  the  way  of  the  gate  whose  prospect  is 
toward  the  East,"  and  let  it  be  gratefully  remembered 
that  fellow-laborers  with  the  Christ  among  the  young  are 
always  facing  the  dawn. 

Gazing,  we  see  the  oncoming  hosts  of  the  Lord. 
Among  them  there  marches  one  great  battalion,  nearly 
a  million  strong,  whose  soldiers,  though  gathered  from 
north,  south,  east  and  west,  yet  tread  step  by  step 
with  the  tramp  of  a  conquering  army;  moved  by  one 
common  motive,  united  by  one  common  love,  they 
march,  ever  increasing,  ever  advancing.  Who  are  they? 
"Whence  come  they?     What  is  their  mission? 

The  questions,  in  part,  find  answer  upon  the  banner 
waving  at  their  head.  That  banner  bears  the  device 
of  the  Book  of  books,  there  pictured  as  its  Author 
meant  it  to  be,  —  .\n  open  book.  Underneath  are  the 
mystic  initials,  —  L  B.  R.  A.  They  are  lit  by  the  glow 
of  God's  daybreak.  Scan  them  well.  They  stand  for 
an  organization  whose  interests,  I  believe,  God  has 
bound  up  in  the  bundle  of  life  with  those  of  the  Sunday- 
school.  They  represent  the  title, —  The  International 
Bible  Reading  Association. 

This  association  had  its  genesis  in  a  dream  dreamed 
by  a  man  of  Jesus  Christ  a  quarter  of  a  century  ago.  If 
human  powers  are  dedicated  to  divine  service,  who  can 
set  a  limit   to  their    influence?      And    when    our    Lord 


2  66    The  Relation  of  the  Sunday-school  to  Evangelism 

accepts  and  consecrates  the  imagination  of  a  disciple,  he 
may,  through  it,  accomplish  mighty  and  lasting  realities. 
The  vision  of  Christ's  seer  to-day  becomes  the  history 
of  the  Kingdom  to-morrow.  It  proved  so  in  this  case. 
Several  years  ago,  that  Nestor  of  the  Sunday-school 
movement,  your  own  Bishop  Vincent,  —  happily  with 
us  to-day,  —  and  the  sainted  B.  F.  Jacobs,  — now  serv- 
ing with  those  who  see  the  King  face  to  face,  —  cherished 
the  dream  of  a  world-wide  tmiform  system  of  lessons. 
Not  long  after,  Charles  AYaters,  a  British  Sunday-school 
man,  in  a  moment  of  divinely  given  insight,  conceived 
the  idea  of  welding  together  the  Sunday-school  forces 
throughout  the  globe  in  a  band  of  daily  Bible  readers 
and  Bible  students  whose  readings  and  studies  all  should 
bear  upon  the  International  lesson.  Soon  he  organized 
his  first  bands  of  readers. 

The  simple  recital  of  figures  recording  the  numerical 
growth  sounds  like  a  chapter  from  the  book  of  the  Acts 
of  the  Apostles.  The  founder  and  his  fellow-helpers, 
having  selected  suitable  daily  Bible  readings  and  pre- 
pared lists  with  cards  of  membership,  thought  that 
5,000  of  these  would  suffice  for  the  first  year;  but  so 
rapidly  did  Sunday-school  people  respond  to  the  idea, 
that  T  1,000  cards  and  lists  were  called  for.  The  record 
of  annual  progress  shows  a  step  from  11,000  to  29,000; 
then,  on  till  100,000  is  reached.  Then  each  year  "  the 
Lord  added  to  the  number  "  of  Bible  readers,  and  the 
figures  advance  from  110,000  to  158,000  right  on  until 
nearly  a  quarter  of  a  million.  Then,  in  steady  annual 
increases  each  of  50,000,  the  growth  continues,  and  when 
the  nineteenth  century  closes,  there  are  690,000  regis- 
tered members. 

Still  "  believers,"  desiring  to  evidence  their  faith  by 
reading  the  record  of  revelation,  "  were  the  more  added 
to  the  Lord,  multitudes  both  of  men  and  women,"  and, 
let  us  gratefully  add,  of  children  and  young  people, 
until,  at  the  ushering  in  of  this  year,  the  membership 
was    850,000,    now    enlarged    to    900,000     bringing    us 


The  I.  B.  R.  A. 


267 


268    The  Relation  of  the  Sunday-school  to  Evangelism 

within  reach  of  the  day  when  the  international  Bible 
readers  shall  be   1,000,000  in  number. 

My  beloved  friend,  Mr.  Lawrance,  spoke  yesterday  of 
"  poetry  in  figures."  When  we  realize  that  these  figures 
represent  a  host,  belting  the  world,  of  those  who,  day 
by  day,  read  the  same  passages  in  the  Word  of  the 
Living  God;  when  we  realize  that  Canada,  on  whose 
soil  we  stand  to-day,  has  over  10,000  associated  Bible 
readers,  America  a  similar  number,  Africa  5,000,  New 
Zealand  8,000,  Australia  35,000,  and  that  other  bands 
are  found  throughout  Europe,  Asia  and  the  isles  of  the 
sea;  and  when,  moreover,  we  realize  that  the  systematic 
and  uniform  readings  are  taken,  not  only  by  j'outhful 
scholars  and  by  teachers  in  full  work,  but  also  by  aged 
saints  and  by  those  called  from  waging  life's  battles  to 
bear  life's  burdens  of  sickness,  suffering  and  helpless- 
ness, —  when  we  realize  all  this,  then  the  record  becomes 
a  divinely  magnificent  epic  poem. 

Groups  of  Bible  readers  are  found  in  upwards  of 
seventy  different  countries  where  varying  languages  are 
spoken.  In  these  many  tongues  more  than  one  hundred 
millions  of  cards  and  reading  hints  have  been  issued. 

The  meaning  of  this  was  brought  home  to  those  of  us 
who  attended  the  last  annual  meeting  of  the  I.  B.  R.  A. 
in  the  City  Temple,  London,  whose  walls  so  long  re- 
echoed the  tones  of  that  emperor  of  preachers,  the  late 
Dr.  Joseph  Parker.  First  a  little  English  girl,  then  a 
Chinese  maiden,  then  youths  or  maids  from  Norway, 
Spain  and  Portugal,  followed  by  speakers  of  other  lan- 
guages, recited  those  inspired  words  which  are  the  very 
core  of  the  evangel,  —  "  God  so  loved  the  world,  that  he 
gave  his  only  begotten  Son,  that  whosoever  believeth  in 
him  should  not  perish,  but  have  everlasting  life." 
Coiild  a  multitude  of  men  and  women  from  the  twenty 
nations  there  represented  have  been  present,  then, 
like  those  of  old,  they  would  have  been  amazed,  exclaim- 
ing, "  We  do  hear  them  speak  in  our  tongues  the  wonder- 
fvil  works  of  God."     It  was  an  echo  of  Pentecost. 


The  I.  B.  R.  A.  269 

Leaving  the  broader  aspects  of  this  movement,  there 
are  two  or  three  practical  questions  calling  for  brief 
reply. 

1.  What  is  the  plan  of  daily  readings? 

For  a  week,  beginning  on  the  Monday,  the  subject  of 
the  following  Lord's  Day  International  lesson  is  treated, 
and  passages  are  selected  for  daily  reading;  each  is  as 
a  ray  of  light,  and  all  are  focused  upon  the  forthcoming 
lesson  topic.  Thus  teachers  and  scholars  of  all  creeds 
and  churches  find  ready  at  hand  an  intelligently  ar- 
ranged set  of  readings,  unified  by  the  common  subject, 
and  prove,  again  and  again,  that  the  best  Bible  inter- 
preter is  the  Bible  itself. 

2.  How  is  the  L  B.  R.  A.  worked? 

By  an  army  of  over  ten  thousand  voluntary  workers. 
Any  single  Sunday-school,  church  or  kindred  organ- 
ization can  form  a  branch  if  only  a  helper  be  found 
willing  to  act  as  secretary.  The  teachers  will  cooperate 
by  first  joining  themselves,  and  then  influencing  their 
scholars  to  become  members.  The  branch  secretaries 
in  a  given  town  or  neighborhood  may  further  be  helped 
and  their  branches  strengthened  by  the  appointment 
of  a  district  secretary,  who  corresponds  with  each  and 
generally  promotes  mutual  good- will  and  efficiency. 

3.  What  are  the  financial  arrangements? 

Each  member  pays  a  small  annual  subscription.  In 
Britain,  this  is  a  penny.  In  the  United  States,  a  nickel. 
In  return  for  the  subscription  each  member  receives, 
free  of  cost, 

(a)  A  card  of  membership; 

(6)  Monthly  Leaflets,  with  Lists  of  and  Hints  upon 
the  Daily  Readings;    and,  with  us, 

(c)  A  copy  of  that  interesting  magazine.  The  I.  B. 
R.  A .  Messenger. 

No  organization  more  clearly  demonstrates  the 
"  greatness  of  little  things  " ;  for  out  of  these  small  annual 
contributions  not  only  are  the  various  items  of  literature 
just   named   produced   and  distributed   freely,   and  all 


270    The  Relation  of  the  Sunday-school  to  Evangelism 

working  expenses  paid,  but  two  Sunday-school  mis- 
sionaries, in  connection  with  the  India  Sunday-school 
Union,  are  supported,  who  labor  in  loyal  cooperation 
with  missionaries  already  in  the  field  in  aiming  to  pro- 
mote all  sides  of  organized  Sunday-school  work  among 
the  ycung  people  of  that  country. 

May  I  now  refer  briefly  to  the  I.  B.  R.  A.  in  the  United 
States?  The  I.  B.  R.  A.  committee  learned  with  grati- 
fication and  gladness  that  at  Denver,  three  years  ago, 
this  International  Association  resolved  with  enthu- 
siastic unanimity  to  take  up  the  I.  B.  R.  A.  in  your  own 
vast  empire  of  America.  I  bring  to  you  cordial  fraternal 
good  wishes  from  that  committee  in  this  new  develop- 
ment. We  have  appreciated  to  the  full  the  fine  spirit 
of  unfailing  courtesy  and  of  Christian  brotherhood  dis- 
played throughout  the  preliminiary  negotiations.  What 
else  could  be  expected  when  the  signature  at  the  foot 
of  the  letters  received  by  Mr.  Waters  was  that  of  Marion 
Lawrance  ? 

These  are  the  early  days  of  the  movement  with  you. 
Through  various  and  unexpected  difficulties  the  mem- 
bership reported  yesterday  under  your  own  new  arrange- 
ments was  only  between  3,000  and  4,000.  As  soon  as  the 
way  is  clear,  doubtless,  the  work  will  go  forward  with 
rapid  strides.  At  this  juncture  will  you  permit  me, 
for  the  sake  of  the  lastingness  and  progress  of  that 
work,  to  bear  testimony  to  what  has  proved  the  chief 
determining  human  factor  in  the  phenomenal  growth  of 
the  I.  B.  R.  A.?  It  is  the  personal  bond  between 
branch  secretary  and  members,  and  between  district 
and  branch  secretaries. 

This  organization  has  been  cemented  by  the  simple, 
strong  influence  of  Christian  comradeship,  and  you 
cannot  possibly  place  too  great  emphasis  upon  the  value 
of  that  as  an  asset.  If  you  are  a  secretary,  then,  where 
personal  calls  or  intercourse  prove  impracticable,  write 
a  letter.  Do  not  merely  send  the  needful  mimeographed 
communications,  but  write  personal  letters  in  5'our  own 


The  I.  B.  R.  A.  271 

^^Titing,  and  with  your  own  written  signature.  A 
district  secretary  whom  I  have  met  in  this  convention 
tells  me  of  one  thousand  letters  written  in  two  years. 
After  five  years  of  working  with  Charles  Waters,  I  place 
him  easily  first  among  my  acquaintances  for  the  number 
of  personal  letters  written  year  by  year. 

A  word  with  you,  my  friend,  thinking  of  acting  as 
I.  B.  R.  A.  district  secretar^^  If  good  progress  has  been 
made  in  one  of  your  branches,  write  and  sa}^  you  are 
glad.  If  there  is  a  story  of  failure,  remember  a  Helper 
of  other  days  who  to  his  discouraged  disciples  said,  "  Be 
of  good  cheer."  Do  you  hear  that  a  branch  secretary 
or  some  helper  is  ill  or  in  trouble?  Send  a  message  of 
sympathy.  Do  you  find  that  he  or  she  is  leaving  a 
towTi?  Write  and  urge  that  a  new  branch  shall  be 
formed  in  the  new  place.  If  he  or  she  is  about  to  be 
married,  then  in  your  letter  of  congratulation  speak  with 
kindly  urgency  of  the  true  foundations  of  a  home ;  tell- 
ing how  those  are  blessed  who  daily  read  the  good  Book 
in  the  home  and  daily  there  raise  the  voice  of  prayer  and 
praise. 

Do  not  write  simply  to  spread  a  society,  but  with 
the  earnest  desire  to  increase  the  lovers  of  the  Bible. 
The  Christian  world  has  yet  to  learn  the  power  there 
is  in  a  true,  brotherly  letter  written  in  the  name  and 
spirit  of  Jesus.  The  great  Apostle  of  the  early  church  is 
otir  Apostle  to-day  because  he  wrote  letters. 

Our  experience  shows  that,  in  view  of  the  individual 
service  required,  the  best  I.  B.  R.  A.  officer  is,  generally, 
the  one  who  concentrates  upon  this  bit  of  work.  Occa- 
sionally county  or  town  secretaries  are  able  to  take  it 
up  in  addition  to  their  official  labors.  Here,  we  tmder- 
stand,  you  have  placed  the  district  control  in  the  hands 
of  your  state  secretaries  and  field  workers.  This  plan 
should  prove  successful  if  only  the  officer  is  able  to  devote 
sufficient  time  to  the  visiting  or  correspondence.  Should 
the  I.  B.  R.  A.  be  relegated  to  a  back  place  in  the  con- 
sideration of  an  already  overworked  and  wearied  official, 


272    The  Relation  of  the  Smtday-school  to  Evangelism 

its  fate  is  certain.  Possibly  the  state  or  county  sec- 
retary may  find  it  well  to  enlist  the  help  of  some  friend 
who,  under  his  direction,  will  take  over  the  detailed 
duties  of  letter-writing,  etc. 

Our  desire,  however,  is  not  to  offer  advice,  but  to 
place  at  your  disposal  the  experience  of  the  past  twenty 
years.  This  experience  abundantly  proves  that  per- 
sonal attention  and  personal  correspondence  are  essen- 
tial in  a  successful  I.  B.  R.  A.  secretary;  and  we  ask, 
in  the  name  of  the  Master,  that  you  will  give  earnest 
consideration  to  this  matter  in  the  appointment  of  your 
I.  B.  R.  A.  helpers. 

It  may  appear  quite  superfluous  to  urge  upon  such 
a  gathering  as  this  the  supreme  value  of  Bible  reading. 

We  are  men  of  the  Bible  because  the  Bible  has  made 
us  men.  The  heavenly  Father,  the  divine  Son  our 
Redeemer,  the  Holy  Paraclete,  faith,  love,  service,  — ■ 
all  these  are  ours  through  the  Bible. 

Yet,  sirs,  suffer  some  closing  words  which,  I  believe, 
need  to  be  spoken.  That  Christian  stalwart,  the  evan- 
gelist of  Northfield,  —  Dwight  L.  Moody,  —  who  be- 
longed not  to  you  only,  but  to  the  world,  once  said,  "  The 
greatest  need  of  the  Church  to-day  is  the  study  of  the 
Word  of  God."  Could  he  stand  upon  this  platform 
to-day,  I  believe  he  would  repeat  that  utterance  with 
tremendous  earnestness  to  this  audience  of  Sunday- 
school  people. 

Child  study  has  come  to  the  twentieth  century  Sun- 
day-school teacher,  and  I  am  one  who  holds  that  it  has 
come  to  stay,  counting  it  of  incalculable  value.  We 
need  to  bear  in  mind,  though,  that  it  is  a  means  and 
not  an  end.  For  the  Christian  educationist  there  is 
child  study  only  in  order  that  there  may  be  more  intelli- 
gent and  more  abiding  Bible  teaching. 

Again:  A  prolific  religious  press,  pouring  forth  papers 
and  magazines  of  every  conceivable  type,  threatens 
this  generation  with  loss  of  the  power  to  read  great 
books;  and  nothing  is  easier  to-day  than  for  a  Sunday 


The  I.  B.  R.  A.  273 

school  teacher  to  slip  away  from  reading  —  I  mean 
seriously  and  studiously  reading  —  the  Greatest  of  Books. 
He  can,  if  so  disposed,  get  up  his  lesson  without  once 
referring  to  his  Bible.  In  that  fact  lies  danger.  Let  me 
say  —  and  in  so  saying  I  know  that  the  editors  here 
will  add  their  amex  —  that  whilst  the  lesson  notes  are 
excellent  maps  and  guide-books,  yet  no  study  of  the 
map  and  no  glimpse  of  the  guide-book  can  ever  so  equip 
and  brace  the  traveler  as  his  walks  along  roads  and 
through  fields,  and  his  climbing  the  hills  of  outlook  in 
the  actual  covmtry  itself. 

In  our  work  it  is  axiomatic  truth  that  nothing  can 
take  the  place  of  regular,  reverential  and  intelligent 
reading  of  the  Bible.  For  the  teacher's  own  growth 
God  ward  it  is  essential,  and  equally  so  in  his  labor 
for  others;  for  how  better  can  we  build  up  strong 
Christian  character  than  by  creating  and  training  a 
coming  race  of  Bible  readers?  Teach  your  scholars 
that  the  highest  truth  can  never  be  known  by  those 
who  remain  outside  truth's  temple,  critical  and  scoffing. 
As  befitteth  the  divine  Being  revealing  himself  to  the 
human,  God  unfolds  his  mind  and  heart  to  the  reverent 
learner  kneeling  within  the  fane. 

The  stained-glass  windows  in  this  beautiful  Massey 
Hall,  viewed  from  the  outside,  are  dull  and  without 
form  or  color;  but  to  us  who  have  come  within,  the  sun- 
light of  God,  shining  through,  reveals  all  their  design 
and  beauty.  So  truths  which  to  the  Bible  doubter  or 
the  Bible  criticiser  are  formless  and  pointless  become 
radiant  with  meaning  and  with  inspiration  to  the  Bible 
reader.  It  is  the  Master's  law,  "  If  any  man  wills  to 
do  His  will,  he  shall  know  of  the  teaching." 

For  the  twofold  reason,  then,  of  your  own  soul- 
groTv-th  and  of  a  real  and  lasting  service  to  your  Lord 
through  your  scholars,  I  commend  to  this  assembly  the 
work  of  the  International  Bible  Reading  Association. 

Let  our  last  gaze  together  be  fixed  upon  a  picture 
drawn  by  John  Bunyan,  the  immortal  dreamer.    Christian 


2  74    The  Relation  of  the  Sunday-scJwol  to  Evangelism 

saw  the  picture  in  the  house  of  the  interpreter.  And 
this  was  the  fashion  of  it:  "He  had  his  eyes  lifted  up 
to  heaven;  the  best  of  books  in  his  hand;  the  law  of 
truth  was  written  upon  his  lips ;  the  world  was  behind 
his  back;  he  stood  as  if  he  pleaded  with  men;  and  a 
Crown  of  Gold  did  hang  over  his  head." 

God  grant  that  that  may  be  the   portrait  of  every 
Sunday-school  teacher. 


Members  of  the  Central  Committee 
At  Dyke  Rock  Cottage,  Clifton,  Mass.,  August  22-; 


Bible  Class  Work  for  Men 


275 


M.  A.  Hudson 


Bible  Class  Work  for  Men 

MARSHALL   A.  HUDSON 

President  of  the  Baraca  Union  of  America 

No  argument  is  needed  for  Young 
Men's  Bible  Classes  in  the  Sunday- 
school.  It  is  self-evident  that  if 
the  Church  does  not  succeed  in 
attracting  and  holding  her  young 
men,  she  does  not  keep  abreast  of 
the  times.  That  they  can  be  at- 
tracted has  been  fully  demonstrated 
by  the  Young  Men's  Baraca  Bible 
Class. 

The  first  Baraca  Bible  Class  was 
formed  fifteen  years  ago  with  18 
young  men,  and  to-day  there  are  over  100,000  young 
men  studying  the  International  Lessons  in  every  state 
and  province  of  North  America,  beside  many  in  Eng- 
land and  other  foreign  countries.  These  classes  are 
banded  together  within  an  organization  called  the 
Baraca  Union  of  America,  which  has  a  convention  each 
year.  Each  state  and  province  has  its  secretary,  and 
eight  district  secretaries  preside  over  eight  districts. 
A  national  newsfjaper  is  published  by  the  national  offi- 
cers. The  organization  is  growing  at  the  rate  of  50,000 
new  members  this  year.  That  it  is  of  God  is  shown  by 
the  fact  that  in  the  original  Baraca  class  over  200  have 
been  converted,  of  which  182  have  joined  their  own 
church,  and  the  reports,  whi.ch  were  incomplete  last 
year  from  the  1,000  Baraca  classes,  gave  us  over  3,000 
men  who  had  joined  the  churches.  After  the  Baraca 
class  for  men  had  been  organized  nine  years,  the  ladies, 
not  to  be  outdone,  organized  the  Philathea  along  the 
same  line,  and  to-day  they  report  250  classes  enrolled, 
mostly  in  the  United  States  and  Canada. 

In  the  city  of  Syracuse,  N.  Y.,  where  the  first  class 
was  formed,  37  classes  have  a  city  union,  and    1,500 


276    The  Relation  of  the  Sunday-school  to  Evangelism 

men  sit  down  each  Sunday  to  study  the  uniform  lessons 
in  little  groups  scattered  in  37  churches  of  all  denomina- 
tions. In  New  York  state,  500  classes,  with  more  than 
20,000  members,  are  doing  the  same  thing.  The  name 
Baraca  is  a  Bible  name,  and  means  "  happy  or  blessed," 
and  is  found  in  2  Chronicles  20:  26.  We  aim  to  bless  or 
make  happy  every  young  man  who  comes  within  our 
circle.  The  name  Philathea  is  a  Greek  name  and  means 
"  lovers  of  God."  The  spelling  of  the  name  Baraca  has 
been  changed  to  permit  of  all  its  letters  in  a  class  pin. 

From  the  first  we  believed  men  could  study  the  Bible 
if  taught  as  men  rather  than  children.  We  realize  that 
young  men  do  not  want  something  done  for  them,  but 
they  want  to  do  something.  To  this  end  many  officers 
and  committees  were  put  at  work,  and  the  class  tried  to 
have  an  engagement  with  its  members  every  night  of 
the  week.  The  class  became  a  sort  of  joint  stock  com- 
pany and  not  the  property  of  its  teachers.  Each  class 
elects  its  own  officers  and  calls  its  own  teacher  for  a 
stated  term.  This  form  of  government  makes  a  per- 
manent organization.  When  a  teacher  dies  or  moves 
away,  the  class  does  not  disband,  but  calls  another.  It 
was  found  that  young  men  liked  to  see  business  methods 
in  a  Bible  class,  so  a  separate  room  was  provided,  and 
after  the  opening  exercises  of  the  school  the  class  marched 
to  their  room.  Here  the  president  presided,  calling 
upon  the  class  for  prayers,  then  asking  the  secretary 
for  the  notices  of  the  week  and  to  take  the  attendance, 
the  treasurer  to  take  the  collection,  and  the  teacher  to 
give  the  lesson.  A  five-minute  handshake  closed  this 
session  before  the  closing  exercises  of  the  school. 

It  was  soon  found  that  the  young  man  craved  social 
life,  and  so  we  aimed  to  get  into  sympathy  with  him  and 
to  provide  the  things  he  desired.  The  Baraca  room  was 
opened  every  night,  and  if  a  young  man  had  a  desire  we 
could  "fill,  we  aimed  to  satisfy  him;  we  had  our  game 
night,  lecture  course,  debate  or  city  council,  bicycle  or 
ball  clubs,  rally  Stmdays,  Monday  Bible  Club,  and  after 


Bible  Class  Work  for  Men  277 

a  few  years  a  small  gA'mnasitim,  with  basket  ball  and 
once  a  year  a  Baraca  field  day  and  yearly  banquet.  As 
our  national  platform  reads,  "  Young  Men  at  Work  for 
Yovmg  Men,  All  Standing  by  the  Bible  and  the  Bible 
School,"  so  we  made  all  our  privileges  hinge  upon  the 
attendance  upon  Sunday.  Soon  the  first  class  began  to 
grow,  and  it  seemed  as  though  our  gro'^'th  was  one  hun- 
dredfold each  month,  for  in  six  months  we  had  150 
members,  and  18  men  had  increased  to  an  average 
attendance  of  93  for  the  past  month. 

But  if  we  were  pledged  for  Christ,  members  alone 
must  not  end  it  all,  and  so  the  four  active  Christians  in 
the  class  held  a  secret  meeting  and  each  signed  the  secret- 
service  pledge:  First,  to  pray  for  the  unconverted 
Baracas  every  day  at  noon;  second,  to  make  a  list  of 
the  men  prayed  for  and  to  speak  to  them  about  their 
souls;  third,  to  meet  secretly  once  a  month  and  each 
one  pray  aloud. 

Well  do  I  remember  how  the  four  knelt  that  Sunday 
and  prayed  aloud,  too,  for  the  first  time  in  their  life,  and 
how  our  hearts  warmed  toward  each  other  as  we  asked 
God  for  the  fellows  whose  names  were  to  be  placed  upon 
the  back  of  the  pledge.  How  soon  he  was  to  answer! 
We  had  a  treasurer  in  our  class  who  was  a  model  man 
in  morals  and  conduct  and  was  loved  by  all.  We  all 
seemed  to  yearn  for  his  conversion,  and  his  name  was 
placed  first  upon  the  list  by  two  of  the  four  secret-service 
members.  Monday,  Tuesday,  Wednesday,  we  prayed 
at  noon  for  our  list,  and  at  the  church  prayer-meeting 
on  Wednesday  evening  the  first  man  to  take  part  was 
our  treasurer,  and  God  honored  our  secret  service  with 
his  first  convert.  These  little  pledges  are  being  printed, 
fifty  thousand  at  a  time  to-day,  and  are  distributed  free, 
together  with  other  Baraca  and  Philathea  literature, 
by  application  to  the  Baraca  Supply  Company,  Syra- 
cuse, N.  Y.  Thousands  of  men  in  Baraca  classes  all 
over  the  world  to-day  at  noon  are  praying  for  their 
fellows,  and  soon  we  expect  as  the  noon  hour  moves 


278    The  Relation  of  the  Sunday-school  to  Evangelism 

around  the  globe  there  will  be  a  continuous  prayer,  as 
it  never  ceases  to  be  noon  somewhere. 

We  have  demonstrated  that  young  men  can  be  at- 
tracted and  held  by  the  Baraca  Bible  Class,  and  all  the 
help  we  need  to-day  is  that  you  pray  for  us  in  our  work 
and  by  indorsing  the  formation  of  both  the  Baraca  and 
Philathea  Bible  classes  in  every  school.  We  believe  the 
idea  is  of  God  and  not  of  man's  making,  and  if  so  we 
need  your  prayers  and  sympathy,  which  we  believe  we 
have. 

Loyalty  to  the  church,  loyalty  to  the  Bible  school, 
loyalty  to  the  International  Lessons  and  loyalty  to  God 
has  been  our  aim,  and  to-day  we  pledge  continued  loy- 
alty to  the  same  objects. 


On  the  Road  to  Bethlehem  —  1904 

"  And  it  came  to  pass,  as  the  Angels  were  gone  away  from  them  into  Heaven, 

the  shepherds  said  one  to  another,  Let  us  now  go  even  unto  Betlilehem,  and  see 

this  thing  which  has  come  to  pass,  which  the  Lord  hath  made  known  to  us."  — 

Luke  2:15 

yFrom  Glimpses  of  Bible  Lands') 


Organized  Work  in  the  City  279 

Organized  Sunday-school  Work  in  the  City 

Mr.    PHILIP   E.    HOWARD 

From  the  lofty  tower  of  the  City 
Hall  your  eyes  will  seek  almost  in 
vain  for  any  horizon  beyond  the 
boundaries  of  Philadelphia. 

Everywhere  are  church  spires, 
overtopping  tenements  and  shops, 
hovel  and  mansion,  and  pointing 
to  heaven  the  tiny,  preoccupied, 
hurrying  creatures  whom  you  recog- 
nize as  human  beings  on  the  streets 

p.  E.  Howard  below    yOU. 

There  is  worse  than  prairie  loneli- 
ness on  those  thronging  thoroughfares.  It  is  leagues 
from  one  house  to  the  next  in  that  crowded  block.  Men 
and  women,  knowing  nothing  and  caring  little  concern- 
ing the  interests  of  one  another,  meet  and  pass  and 
hurry  on  in  the  quest  of  a  livelihood,  forever  strangers 
each  to  the  other,  even  though  shoulder  to  shoulder. 

That  is  the  city  wherein  the  Sunday-school  must 
serve  in  the  name  of  Him  whose  love  brooded  over  that 
city  of  old.  What,  may  the  Sunday-school  do,  one 
school  standing  shoulder  to  shoulder  with  another, 
in  the  tense,  preoccupied,  overburdened  city? 

It  is  my  purpose  to  state  certain  principles  and  con- 
ditions of  city-organized  Sunday-school  work  which 
have  seemed,  in  the  experience  of  Philadelphia  Sunday- 
school  workers,  worthy  of  consideration.  These  princi- 
ples and  conditions  will  probably  apply  to  most  large 
cities. 

A  city  is  not  the  unit  that  its  name  would  imply. 
It  is  sectional  in  make-up,  with  scores  of  local  centers, 
and  a  myriad  variety  of  interests. 

The  city  is  blinded  by  bigness.  The  worship  of  num- 
bers may  breed  a  dangerous  self-sufficiency  which  keeps 
its  victims  in  ignorance  of  what  is  lost  by  ignoring  the 


2  8o      TJic  Relation  of  the  Sunday-school  to  Missions 

experience  of  others.  It  is  better  to  have  a  meeting 
with  a  field  secretary  as  speaker  and  one  man  as  audience, 
with  one  home  department  or  teacher-training  class 
as  the  result,  than  addresses  from  experts  to  thousands 
who  listen,  applaud  and  forget. 

It  is  better  to  help  a  Sundaj^-school  superintendent 
to  do  better  work,  than  to  ask  him  for  money  to  help 
an  organization  to  help  him  to  do  better  work  before 
you  have  convinced  him  that  the  organization  can 
help  him.  In  Philadelphia  it  has  been  easier  to  get 
support  for  the  city  association  since  schools  and  indi- 
viduals have  been  definitely  helped.  The  city  associa- 
tion has  mailed  to  superintendents  a  symposium  of 
suggestions  for  Decision  Day;  another  for  Rally  Day; 
another  giving  practical  hints  on  ways  of  keeping  city 
Sunday-schools  from  expiring  by  an  unnatural  death 
in  the  summer,  — a  species  of  "  first  aid  to  the  injured  " 
literature  which  gets  to  the  superintendent  unadorned 
with  any  appeal  for  funds.  Should  these  give  his  weary 
brain  an}'  relief  by  way  of  new  thoughts  or  plans,  will 
he  not  be  the  more  ready  to  do  his  part  in  providing 
funds  for  sending  similar  help  to  others? 

The  executive  committee  should  be  subdivided  for 
actual  work.  It  may  outline  the  policy  of  the  associa- 
tion and  pass  upon  changes  of  policy,  but  should  care- 
fully subdivide  the  conduct  of  the  work.  Take,  for 
example,  the  teacher-training  committee  of  the  Phila- 
delphia executive  committee.  Working  in  close  accord 
with  the  county  secretary,  it  arranged  five  lecture  courses 
on  teacher-training  in  different  sections  of  the  city,  and 
twenty-nine  per  cent  of  the  schools  were  represented 
at  the  lectures.  The  representatives  of  seventy-nine 
schools  agreed  to  urge  upon  their  fellow-workers  the 
suggested  teacher-training  class.  In  January,  1905,  the 
county  secretary  had  a  list  of  more  than  one  himdred 
schools  definitely  considering  the  matter.  In  March  of 
this  year  he  could  trace  twenty-one  new  teacher-training 
classes  in  as  many  schools  as  a  result  of  the  campaign. 


Organized  Work  in  the  City  281 

A  class  of  thirty-two  selected  persons  under  the  in- 
struction of  Professor  Martin  G.  Brumbaugh  met  on 
eight  consecutive  Saturday  evenings,  and  from  it  came 
more  than  a  score  of  workers  who  are  undertaking  to 
lead  others  in  a  similar  work.  Many  from  Professor 
Brumbaugh's  class  shared  in  the  conducting  of  ten 
teacher-training  institutes  held  in  different  parts  of 
the  city  under  the  guidance  of  the  same  sub-com- 
mittee. The  total  attendance  was  791  from  fifty  schools, 
and  the  net  cost  to  the  association  was  $2. 74.  Sub- 
division of  labor  means  concentration  of  effort,  and 
that  counts  tremendously. 

Under  the  guidance  of  these  principles  the  5'ear 
1904-1905  showed  real  gain  over  the  previous  year. 
There  was  an  increase  of  five  in  the  number  of  schools; 
of  twenty-five  per  cent  in  the  number  of  Cradle  Rolls, 
and  of  thirty-two  per  cent  in  their  enrollment ;  of 
twenty-one  per  cent  in  Home  Departments,  and  of 
twenty-seven  per  cent  in  their  enrollment ;  of  ten  per 
cent  in  schools  reporting  scholars  who  had  united  with 
the  church,  and  of  thirteen  per  cent  in  the  accessions 
to  church  membership  from  the  schools.  It  has  been 
demonstrated  in  Philadelphia  that  it  is  necessary  to 
discover  what  schools  are  willing  to  get  together  over 
Sunday-school  problems  and  then  get  them  together, 
no  matter  how  few  there  may  be  in  each  group. 

It  is  well  to  find  out  the  fundamental  defects  in  the 
schools  of  the  city,  and  then  to  get  schools  cured  one 
by  one. 

A  local  committee  of  wise  workers  will  not  count  a 
paid  secretary's  services  by  the  number  of  motions  he 
makes,  but  rather  by  the  number  of  persons  he  sets  in 
motion  toward  definite  improvements  in  individual 
schools. 


>82      The  Relation  of  the  Sunday-school  to  Missions 


Gen.  B.  W.  Green 


The  Negro  in  the  Sunday-school  Movement 

Gen.   B.  W.   GREEN 

The  Arkansas  Sunday-school  Con- 
vention of  1904  unanimously  adopted 
this  resolution:  "  That  the  Inter- 
national Executive  Committee  be 
and  they  are  hereby  requested  to 
consider  the  advisability  of  sending 
a  colored  field  secretary  to  take  up 
the  work  among  the  colored  people 
of  Arkansas  so  that  each  county  in 
the  state  shall  be  fully  organized 
and  that  they  have  every  facility 
in  Sunday-school  work  which  is  now 
enjoyed  by  the  white  people." 

And  the  convention  of  this  year  also  adopted  a  similar 
resolution  which  I  am  directed  to  present  to  this  con- 
vention and  to  urge  its  consideration.  It  is,  therefore, 
with  pleasure  that  I  discuss  the  subject  assigned  to  me 
for  this  hour,  "  The  Negro  in  the  Sunday-school  Move- 
ment." 

The  civil,  political,  financial  and  religious  interests 
of  the  Southland  are  so  closely  identified  with  that  of 
the  negro  that  whatever  tends  to  raise  him  to  a  higher 
plane  of  civilization  and  citizenship  directly  serves  the 
best  interest  of  our  country.  But  shall  we  not  rather 
consider  this  question  from  a  nobler  standpoint  than 
purely  a  selfish  one?  The  census  of  1900  shows  that 
in  the  sixteen  southern  states,  with  Oklahoma  and  the 
Indian  Territory,  there  are  in  rotmd  numbers  about 
twenty  millions  of  white  people  and  eight  millions  of 
negroes,  while  in  some  states  the  percentage  is  much 
greater  and  in  one  the  negroes  predominate  in  numbers. 
The  two  races  are,  however,  separate  and  distinct,  and 
this  is  so  because  both  races  desire  it  to  be  so.  There  is 
not,  and  in  the  nature  of  things  there  cannot  be,  social 
intermingling  of  the  races;  yet  the  negro  touches  us  at 


The  Negro  in  the  Sunday-sehool  Movement         283 

every  point  and  we  hinder  or  assist  him  to  attain  a  higher 
civilization  and  prosperity. 

Bv  constitutional  amendment  the  negro  is  made  a 
citizen  with  equal  rights  with  us  before  the  law.  To  him 
is  also  guaranteed  the  protection  of  life,  liberty  and  the 
pursuit  of  happiness.  If  we  respect  our  own  govern- 
ment and  laws  we  canTiot  do  less  than  accord  to  the 
negro  his  full  and  complete  rights  as  a  citizen,  but  we 
who  i>rofess  to  be  Christians  must  go  further  than  this; 
we  must  recognize  the  fact  that  the  negro  is  a  man  with 
God-given  rights.  He  is,  as  we  are.  dual  in  nature. 
He  has  a  mental  and  moral  natxire.  He  is  endowed 
with  the  gifts  of  reason,  the  power  of  thought,  with  a 
conscience  and  with  a  soul. 

We  believe  that  Christ  died  for  the  salvation  of  all 
men,  "  For  God  hath  made  of  one  blood  all  nations  of 
men  to  dwell  on  the  face  of  the  earth."  The  command- 
ments of  God,  the  promises  of  Christ  and  the  invitations 
of  the  Spirit  make  no  distinction  in  race.  This  was  very 
fully  demonstrated  on  the  day  of  Pentecost  and  there- 
fore we  need  not  discuss  that  proposition  further. 

In  the  great  Sunday-school  movement  which  has 
belted  the  world  in  reaching  out  after  humanity  in  order 
to  teach  and  bless,  we  have  to  some  extent  neglected 
or  overlooked  our  brother  in  black.  The  time  has  come 
in  this  great  forward  movement  when  we  must  take 
this  "  feeble  folk  "  by  the  hand  and  say  to  them  in  all 
earnestness,  cordiality  and  love,  "  Come  with  us  and 
we  will  do  you  good."  The  question  asked  in  the  early 
dawn  of  our  race,  "  Am  I  my  brother's  keeper?  "  must 
be  answered  by  this  convention  in  the  affirmative  or 
God  will  hold  us  accountable  for  the  blood  of  this  people. 

The  measure  of  kindness  shown.  Christian  fellowship 
extended,  and  the  helping  hand  ofifered  at  some  cost, 
some  sacrifice,  some  putting  aside  of  racial  prejudices, 
will  be  fully  repaid  in  that  day  when  the  Judge  of  all 
the  earth  will  say  to  us,  "  Inasmuch  as  ye  did  it  to  the 
least  of  these,  my  brethren,  ye  did  it  unto  me." 


284       TJic  Relation  of  the  Sunday-scJiool  to  Missiotis 

The  state,  recognizing  her  duty  to  the  citizen,  has 
undertaken  to  educate  the  negro.  To  what  degree  of 
success  is  not  the  question  at  issue.  Far  be  it  from  me 
to  depreciate  the  good  work  of  secular  education  for  the 
negro,  but  has  it  been  an  unmixed  good?  Has  not  the 
negro's  moral  nature  been  neglected  while  his  mental 
powers  have  been  enlarged?  As  a  race,  the  negroes  have 
made  large  advances  in  civilization,  education,  finance 
and  as  property  owners.  The  race  loves  locality  and  this 
leads  them  to  purchase  lands  and  build  homes.  Statistics 
will  show  that  this  is  the  general  trend  of  the  race. 

The  negroes  owned  in  1865  in  the  United  States  $35,- 
000,000  of  property.  In  1900  they  owned  $700,000,000 
of  property,  and  the  number  who  had  been  so  successful 
as  to  win  homes  were  1,833,723.  This  people  now  pay 
tax  to  maintain  government,  $3,000,000  annually.  They 
receive  annually  as  wage  earners,  $450,000,000,  besides 
those  who  own  their  own  business  or  are  partners  with 
the  white  folks.  In  the  year  1900  they  had  in  bank, 
$5,000,000.  In  1900  there  were  2,800,000  children  of 
school  age,  with  1,400,000  enrolled  in  school  and  740,000 
average  attendance. 

The  Southland  has  expended  on  the  secular  education 
of  the  negroes  since  they  were  made  free,  $100,000,000. 
This  is  creditable  to  us,  but  to  make  this  large  expendi- 
ture of  money  produce  the  greatest  good,  to  make  the 
negro  an  all-round  man  and  citizen,  his  moral  nature 
must  also  be  educated.  The  church  has,  in  a  limited 
way,  undertaken  to  meet  this  want,  and  Christian  schools 
have  been  organized  by  every  evangelistic  denomination 
represented  in  this  convention.  But  has  the  church 
fully  met  the  demand?  The  negro  can  be  educated. 
In  some  instances  he  has  risen  to  distinction  in  the  world 
of  letters. 

What  is  the  church  doing  for  this  people?  I  shall 
not  weary  you  with  statistics,  but  will  say  that  the 
Baptist  church  owns  12  institutions  of  learning  under 
white   management   exclusively   for  the   benefit  of  the 


The  Negro  in  the  Sunday-school  Movement         285 

negro;  the  Methodist  church  has  12;  the  Congrega- 
tional church  9 ;  the  Presbyterian  church  12;  the  Episco- 
pal church  3.  Besides  these  there  are  institutions  of 
learning  under  the  management  of  the  colored  people 
as  follows:  Baptist,  14;  Methodist,  15,  and  Presbyterian, 
12.  Yet  what  is  this  among  so  many?  —  for  there  are 
nearly  ten  millions  of  these  people.  It  is  like  playing 
with  the  great  question.  However,  we  must  not  despise 
the  day  of  small  things. 

Notwithstanding  all  this  effort  on  the  part  of  the 
church,  it  is  a  lamentable  fact  that  the  great  majority 
of  the  negroes  of  the  South  are  ignorant  of  the  spirit 
and  meaning  of  the  teachings  of  Christ.  They  are  a 
religious  and  highly  emotional  people,  but  fail  to  com- 
prehend that  religion  should  teach  righteousness  in  life. 
The  negro  who  after  being  sentenced  to  the  penitentiary 
for  grand  larceny,  said,  "  I  have  lost  my  liberty,  but, 
thank  God,  I  have  my  religion,"  expresses  too  generally 
the  negro's  conception  of  religion. 

The  negro  is  imitative.  He  copies  well.  Any  form 
of  religion  is  attractive  to  him.  When  rightly  under- 
stood and  his  confidence  secured,  the  negro  is  easily 
led.  I  see  in  these  characteristics  a  great  and  impending 
danger  to  society  and  to  the  state.  The  Roman  Catholic 
Church,  as  ever,  is  alert  to  the  situation.  They  are  in 
these  things  wiser.  The  Romanish  church  is  now  at 
work.  The  plan  is  to  get  full  and  complete  control  of 
the  child  and  shut  him  in  day  and  night  under  careful 
training  in  the  doctrines  and  customs  of  that  church. 
No  outside  influence  can  possibly  be  exerted  over  the 
child  imtil  he  is  thoroughly  indoctrinated  and  is  a  good 
son  of  the  church.  Then  he  is  discharged  from  confine- 
ment, but  not  from  the  care  of  the  church;  others  enter 
and  are  thus  educated,  so  that  annually  the  church  is 
graduating  many  negroes   in   Romanism. 

We  should  remember  that  the  negro  is  not  responsible 
for  his  present  moral  condition.  He  is  not  an  American 
at  his  option.    He  was  brought  here  by  force.  A  stronger 


286      The  Relation  of  the  Simday-scliool  to  M issions 

nation  took  him  from  his  home  and  made  him  a  slave 
that  avarice  might  be  satisfied.  For  centuries  he  was 
held  in  slavery.  His  environments  tended  to  his  moral 
degradation.  Habits  formed  in  slavery  are  transmitted 
to  his  posterity,  though  now  clothed  with  citizenship 
by  the  nation  that  enslaved  him.  The  wonder  is  that 
he  is  not  far  below  the  plane  of  his  present  moral  stand- 
ing. Shall  we  who  for  so  long  a  time  wronged  the  negro 
not  now  undertake  to  undo  as  far  as  possible  the  evil? 
Restitution  is  the  law  of  right.  We  must,  therefore, 
decide  to  "  take  up  the  black  man's  burden."  When 
shall  we  do  so?  Now.  Let  the  Executive  Committee 
be  directed  to  take  up  this  work  at  once. 

There  must  be  no  mistakes  made.  The  confidence  of 
the  negro  must  be  won.  Suspicion  of  our  intent  will 
be  fatal.  Colored  men  must  be  found  who  are  Christians, 
and  who  have  at  least  a  fair  English  education,  men 
who  are  apt  to  teach  and  whose  lives  are  ensamples  to 
the  flock.  There  are  such  men  among  the  negroes,  and 
they  must  be  found.  If  the  means  can  be  had,  let  one 
or  more  such  men  be  sent  to  each  state  in  the  South  and 
direct  them  as  field  secretaries  to  organize  the  work  in 
the  same  way  that  our  work  is  done.  Give  them  teach- 
ers, institutes,  township,  county  and  state  conventions, 
in  the  interest  of  better  teachers.  Give  them  every 
facility  for  Sunday-school  work  that  we  enjoy. 

Mr.  John  C.  Martin,  of  New  York,  realizing  the  need 
of  this  people  for  the  gospel  of  Christ,  has  dedicated  his 
wealth  to  this  work.  He  wisely  saw  that  to  reach  this 
people  he  must  do  so  through  their  preachers.  But 
many  of  their  preachers  are  ignorant  and  their  lives  do 
not  express  the  truth  of  the  gospel.  Mr.  Martin  has, 
therefore,  undertaken  the  work  of  systematically  teach- 
ing these  preachers  theolog3^  He  has  endowed  their 
schools  and  colleges  with  professorships  to  teach  young 
men  who  have  the  ministry  in  view.  To  teach  those 
ministers  who  are  now  preaching,  he  has  organized 
circles  and  a  regular  course  in  theology  taught  them  by 


TJie  Negro  in  the  Sunday-school  Movement         287 

white  Christian  ministers,  who  are  paid  to  do  this  work. 
Then  in  turn  these  circles  are  gathered  into  state  insti- 
tutes. Denominational  lines  are  ignored.  Differences 
of  doctrinal  opinion  are  carefully  put  aside.  Strong 
meat  is  reserved  for  the  future,  and  now  only  the  sincere 
milk  of  the  Word  is  given  to  the  classes,  so  that  their 
famished  souls  may  be  refreshed  thereby. 

Mr.  Martin  found  in  my  pastor.  Rev.  S.  G.  Miller,  a 
man  eminently  fitted  for  superintendent.  Understand- 
ing the  nature  and  disposition  of  the  negro,  he  is  able  to 
command  his  respect  and  love. 

Mr.  Miller  has  not  been  in  this  work  a  year,  but  the 
results  are  wonderful.  There  are  now  seven  colleges, 
with  2,500  students;  75  institutes,  with  1,500  preachers 
studying  the  Word  of  God  imder  faithful  teachers.  He 
thinks  this  work  will  be  more  than  doubled  in  the  next 
year,  and  in  time  he  hopes  to  organize  each  of  the  six- 
teen southern  states.  His  success  is  phenomenal.  We 
should  in  this  movement  see  the  guiding  hand  of  God. 
We  should  in  the  Sunday-school  field  of  work  follow 
the  lead  of  this  truly  great  and  good  man. 

I  trust  you  will  pardon  me  if  I  refer  to  myself  in  at- 
tempting to  convey  the  truth  I  have  in  mind.  I  am 
familiar  with  the  negro.  I  know  his  character,  his 
habits,  customs  and  needs,  for  I  was  bom  on  a  cotton 
plantation  in  South  Carolina.  My  father  was  a  large 
slave  owner ;  all  my  relatives  were  slave  owners.  I  was 
reared  with  the  negroes.  In  my  infancy  I  was  nursed 
and  cared  for  by  an  old  "  black  mammy."  I  played 
with  negro  children,  ate  with  them,  slept  with  them 
until  merging  into  the  age  of  youth.  We  loved  our 
negroes.  My  father  was  a  kind  and  good  master.  He 
never  sold  a  slave.  He  never  purchased  one  except  to 
keep  the  family  unbroken.  They  were  never  separated 
from  their  children.     They  were  well  fed  and  clothed. 

Their  spiritual  nature  was  carefully  attended  to. 
Our  pastor  was  their  pastor.  They  were  provided  with 
regular    preaching.      On    Sabbath    they    came    to    our 


288      The  Relation  of  the  Sunday-school  to  Missions 

residence  to  hear  m}''  father  read  the  Bible  and  repeat 
with  us  the  catechism  and  sing  gospel  songs.  We  chil- 
dren taught  them  in  Sunday-schools  on  the  farm.  Many 
of  our  negroes  could  read  and  write.  Some  had  arithmetic 
and  geography  taught  to  them.  It  was  the  custom  in 
building  churches  in  the  South  to  construct  galleries  for 
the  negroes  or  to  divide  the  church  so  as  to  give  them 
half  of  the  floor  space.  They  sang  and  took  part  in  the 
service  and  at  our  communion  seasons  they  were  served 
by  the  elders  as  we  were.  My  father  was  an  elder,  and 
he  always  served  the  negroes.  No  one  thought  it  strange 
or  suspected  social  equalitj^  then,  but  custom  has  changed 
and  such  a  thing  could  not  now  be  done. 

With  such  careful  teaching  and  training,  many  negroes 
of  the  South  were  well  grotmded  in  the  truth  and  exem- 
plified the  teachings  of  Christ  by  godly  lives  and  con- 
versation. Among  my  fathers'  slaves  there  were  some 
grand  Christian  characters  —  men  who  would  have  done 
honor  to  any  church.  Unfortunately  for  us  and  for  the 
negroes,  the  franchise  bestowed  upon  them  by  our  gov- 
ernment after  the  Civil  War  soon  became  the  cause  of 
estrangement  between  the  former  masters  and  the 
freedmen.  We  lost  their  confidence,  and  our  influence 
was  at  an  end.  It  is  a  mooted  question  whether  the 
negro  as  a  race  has  really  made  any  progress  in  the 
knowledge  and  practice  of  true  religion  since  that 
estrangement  began. 

We  conscientiously  believed  that  slavery  was  right  and 
that  the  teachings  of  the  Bible  sustained  our  position. 
We  believed  that  God  approved  of  our  act  in  keeping 
the  negro  in  slavery.  That  may  sound  very  strange 
at  this  time.  Not  until  Abraham  Lincoln  had  spoken 
did  we  once  question  our  right  in  the  negro.  But  now 
not  one  in  all  our  Southland  would  go  back  to  the  old  way 
and  old  belief.  We  vie  with  the  most  ultra  of  our  north- 
em  friends  in  saying,  "  No  more  slavery." 

Now,  permit  me  to  say,  that  we  of  the  Southland  owe 
to  the  negro  a  debt  of  gratitude  we  cannot  pay.     During 


The  Negro  in  the  Sunday-school  Movement        289 

the  dark  days  of  the  Civil  War,  the  negroes,  as  a  race, 
were  true  to  the  South  and  to  their  masters.  All  of  our 
men  from  sixteen  years  old  and  upward  without  limit 
were  at  the  front.  Our  mothers,  sisters  and  daughters 
were  at  home  with  our  negroes.  They  were  protected, 
defended  and  maintained  by  them  with  the  strictest 
fidelity,  and  we  were  not  uneasy.     We  knew  our  negroes. 

When  I  returned  to  my  home  after  the  armies  of  the 
Confederacy  had  surrendered  to  the  Federal  authority, 
I  found  my  old  parents  and  my  sisters  at  home  sur- 
rounded by  our  faithful  negroes.  Not  one  had  deserted 
to  the  enemy.  When  we  determined  to  remove  from 
Georgia  and  abandon  the  country  made  desolate  by 
war,  we  took  up  our  line  of  march  across  the  country 
for  Arkansas;  ovir  negroes  begged  the  privilege  of  going 
with  us.  They  followed  us  on  foot  for  three  hundred 
miles,  and  not  until  we  reached  a  railroad  and  could  not 
take  them  further  for  want  of  money  to  pay  their  passage 
did  they  say  to  us,  "  Good-bye."  Many  tears  were  shed 
by  both  white  and  black. 

Do  you  now  wonder  why  an  ex-Confederate  soldier 
and  a  former  slave  owner,  would  stand  here  to-day  to 
plead  for  the  negro? 

May  God  guide  this  convention  in  considering  the 
interest  of  this  misunderstood  and  much-abused  people. 


290      The  Relation  of  the  Snnday-school  to  Missions 
The  Problem  of  the  Negro 

Rev.  M.  C.  B.  MASON,  D.D. 

Corresponding   Secretary  of    the  Freedmen's  Aid   and   Southern   Education 
Society,  Methodist  Episcopal  Church 

Mr.  Chairman,  ladies  and  gentlemen:  The  negro 
question  is  not  a  question  of  mental  or  physical  forces, 
but  a  moral  question.  Consequently,  any  theory  for 
his  permanent  uplift  and  salvation  which  leaves  out  the 
moral  question  or  the  spiritual  question  is  a  theory  not 
worth  the  paper  on  which  it  was  written.  The  splendid 
work  which  has  been  inaugurated  here  and  which  is  to 
widen  until  it  reaches  every  possible  man  in  the  length 
and  breadth  of  this  nation,  must  be  planted  upon  the 
gospel  of  the  Son  of  God. 

On  a  train,  the  other  day,  a  gentleman  touched  me 
tenderly  on  the  shoulder  and  asked  if  I  would  not,  from 
my  standpoint  as  a  negro,  tell  him  my  solution  of  the 
negro  problem.  I  answered:  "  Sir,  I  have  no  theory." 
Struck  by  my  unintentionally  abrupt  answer,  his  face 
turned  red  —  and  so  did  mine.  Continuing,  I  said: 
"  My  friend,  the  trouble  has  been  with  us  all  these  years 
that  even  we  Christian  people,  set  to  do  a  magnificent 
work  in  the  world  as  representatives  of  Christ,  have 
spent  our  time,  our  energies  and  our  money  in  discuss- 
ing mere  theories;  and  theories  based  not  upon'  the 
careful  study  of  the  man  or  his  circumstances,  but  upon 
something  morbid  or  sordid  without."  How  far  we  have 
been  from  real  common  sense !  We  talk  about  the  thick 
head  of  a  thousand  years  ago ;  and  yet  in  our  day  some 
peo]3le  would  get  rid  of  an  opportunity  of  the  church 
of  God  to  do  a  magnificent  thing,  and  say,  "  Transport 
these  men  back  to  Africa."  Why,  there  are  not  ships 
enough  in  all  the  world's  navies  even  to  carry  back  the 
increase  of  every  twenty-four  hours.  A  distinguished 
writer  in  the  Atlantic  Monthly  recently  said  that  maybe 
there  was  an  opportunity  to  do  something  with  these 
men,  but  vou  had  to  take  the  mulatto,  because  he  had 


TJw  Problem  of  the  Segrd  291 

Saxon  blood  in  him  and  could  think  and  reason.  I  did 
not  deny  the  assertion  then,  and  I  must  not  deny  it  now. 
I  simply  said  to  myself:  "  Yotmg  man,  so  far  as  you  are 
concerned,  there  is  not  a  drop  of  Saxon  blood  in  your 
veins."  In  order  to  be  absolutely  sixre,  I  went  back 
to  my  great-great-grandmother,  stolen  197  years  ago 
from  the  west  coast  of  Africa  and  fetched  into  American 
slavery.  Perhaps,  Mr.  Chairman,  in  view  of  some 
theories,  it  might  have  been  a  little  embarrassing  if  I 
had  gone  back  farther  than  that  I  And  I  satisfied  my- 
self that  there  was  not  a  drop  of  Saxon  blood  in  my 
veins.  Then  I  threw  up  my  hands  and  said:  "  Oh! 
what  might  you  have  been  if  you  had  had  only  one  drop 
of  that  wonderful  mysterious  blood  in  your  veins!  " 

Give  to  those  men  who  happen  to  be  white  the  gospel ; 
give  to  those  men  who  happen  to  be  black  the  gospel; 
give  men  the  gospel  of  the  Son  of  God,  and  it  will  solve  all 
the  world's  problems.  In  the  name  of  God  and  in  the 
name  of  all  that  is  just  I  extend  my  hand,  my  physical 
hand  and  the  hand  of  my  heart,  to  this  distinguished 
man  from  Little  Rock,  Arkansas,  who,  a  former  Con- 
federate soldier,  stands  here  to  advocate  a  right  plat- 
form for  all  men  to  stand  upon.  I  said,  sir,  give  men 
the  gospel.  When  I  look  into  the  faces  of  a  congre- 
gation like  this,  to  speak  of  what  the  gospel  can  do  for 
men,  I  get  desperately  in  earnest,  and  if  I  only  knew 
how  to  be  eloquent  I  would  get  eloquent  then. 

Whence  came  you?  What  is  the  source  of  your 
greatness  and  the  secret  of  5'our  power?  In  Africa 
men  were  talking  about  the  fact  that  the  sum  of  the 
squares  of  the  two  sides  of  a  right-angled  triangle  is 
equal  to  the  square  of  the  hypothenuse  before  your 
race  was  bom.  Ability?  Ability  to  solve  problems? 
Material  problems?  No,  no!  What  is  it?  I  will  tell 
you.  One  night  a  man,  engaged  in  the  work  you  are 
engaged  in,  heard  a  voice  in  the  midst  of  his  dreams, 
saying:  "  Paul,  come  over  into  Macedonia  and  help 
us."     And  he  went  over  into  Europe,  and  found  your 


292      The  Relation  of  the  Sunday-school  to  Missions 

race  there;  and  you  know  that  they  were  living  in  the 
wilderness,  and  eating  the  roots  of  trees,  clothing  their 
nakedness  with  the  skins  of  beasts,  and  drinking  from 
the  skulls  of  their  enemies.  And  I  declare  in  all  earnest- 
ness, if  the  gospel  could  do  so  much  for  such  an  unpromis- 
ing set  as  it  did  for  your  ancestors  surely  it  can  do  much 
for  my  people. 

And  so  I  say  to  you.  Christian  men  and  women  from 
the  North  and  South  and  from  the  provinces,  who  love 
God  and  love  to  have  his  way  known,  in  order  to 
solve  this  problem  and  all  the  problems,  to  make  of 
every  man  the  best  possible  citizen  that  God  wants  him 
to  be,  let  us  not  be  stingy  with  the  opportunities  which 
God  has  given  to  us.  Let  us  send  men  the  gospel,  the 
Sermon  on  the  Mount,  the  gospel  that  gives  to  every 
man  a  man's  chance  to  be  and  to  do  the  best  and  highest 
things  that  God  wants  him  to  be  and  to  do. 


rhc  Sunday-school  and  the  Negro  Problem        293 

The  Sunday-school  and  Church  as  a  Solution  of  the 
Negro  Problem 

Rev.  D.  WEBSTER  DAVIS 

Pastor  Second  Baptist  Church  (colored).  Richmond,  Va. 

If  I  were  asked  to  name  the  most 
wonderful  and  far-reaching  achieve- 
ment of  the  splendid,  all-conquering 
Anglo-Saxon  race,  I  would  pass  by 
the  Pass  of  Thermopyl^,  the  im- 
mortal six  hundred  at  Balaklava, 
Trafalgar,  Waterloo,  Quebec,  Bunker 
Hill,  Yorktown  and  Appomattox.  I 
would  forget  its  marvelous  accu- 
mulations of  wealth,  its  additions 
Rev.  D.  w.  Davis  to  the  literature  of  the  world,  and 

point  to  the  single  fact  that  it  has 
done  the  most  to  spread  the  religion  of  Jesus  Christ,  as 
the  greatest  thing  it  has  accomplished  for  the  better- 
ment of  the  human  family. 

If  some  man  would  ask  me  the  one  act  on  the  part  of 
my  own  race  that  gives  to  me  the  greatest  hope  for  its 
ultimate  elevation  to  the  heights  of  civilization  and 
culture,  I  would  not  revel  in  ancient  lore  to  prove  it 
among  the  pioneers  in  civilization,  nor  would  I  point 
to  its  marvelous  progress  since  Emancipation  that  has 
surprised  its  most  sanguine  friends,  but  I  would  take  the 
single  fact  of  its  unquestioned  acceptance  of  the  dogmas 
and  tenets  of  the  Christian  religion,  as  promulgated  by 
the  Anglo-Saxon,  as  the  highest  evidence  of  its  future 
possibilities. 

It  is  my  blessed  privilege  to-night  while  you  are  plead- 
ing for  the  "  winning  of  a  generation,"  and  at  this  special 
session  for  "  the  relation  of  the  Sunday-school  to  mis- 
sionSj  both  home  and  foreign,"  to  plead  for  my  people; 
and  my  prayer  is  that  God  may  help  me  to  make  my 
plea  effective.  The  people  for  whom  I  plead  are  bone 
of  my  bone  and  flesh  of  my  flesh.     I  plead  for  help  for 


2  94      The  Relation  oj  the  Sunday-school  to  Missions 

my  own  bright-eyed  boy  and  girl,  and  for  all  the  little 
black  boys  and  girls  in  my  far-off  southern  home. 

If  the  great  race  problem  is  to  be  settled  (and  it  is 
a  problem,  notwithstanding  all  that  has  been  said  to 
the  contrary),  it  is  to  be  settled,  not  in  blood  and  car- 
nage, not  by  material  wealth  and  accumulation  of  lands 
and  houses,  not  in  literary  culture  nor  on  college  campus, 
not  in  industrial  education,  or  in  the  marts  of  trade, 
but  bv  the  religion  of  Him  who  said,  "  And  I,  if  I  be  lifted 
up,  will  draw  all  men  unto  me."  These  things  are 
resultant  factors  in  the  problem,  but  the  problem  itself 
lies  far  deeper  than  these. 

I.  Is  the  negro  in  any  measure  deserving  of  the  help 
for  which  I  plead  ?  The  universal  brotherhood  and  the 
common  instincts  of  humanity  should  be  enough,  but 
I  bring  more.  Othello  in  speaking  of  Desdemona  says, 
"  She  loved  me  for  the  dangeis  I  had  passed,  and  I  loved 
her  that  she  did  pity  them."  If  pity  and  suffering  can 
awaken  sympathy,  we  boldly  claim,  our  right  to  the 
fullest  measure  of  consideration.  Two  hundred  and 
fifty  years  of  slavery,  with  all  of  its  attendant  evils,  is 
one  of  our  most  potent  weapons  to  enlist  sympathy 
and  aid. 

As  I  stand  hereto-night,  my  mind  is  carried  back  to 
an  old  plantation  in  Virginia.  It  is  the  first  day  of 
January,  1864.  Lincoln's  immortal  proclamation  is  a 
3^ear  old,  and  yet  I  see  an  aunt  of  mine,  the  unacknowl- 
edged offspring  of  her  white  master,  being  sold  away 
'  from  the  old  homestead.  The  proud  Anglo-Saxon  blood 
in  her  veins  will  assert  itself  as  she  resists,  with  all  the 
power  of  her  being,  the  attempts  of  the  overseer  to  ply 
the  lash  to  her  fair  skin,  and  for  this  she  must  be  sold 
"  way  down  Souf."  I  see  her  now  as  she  comes  down 
from  the  "  Great  House,"  chained  to  twelve  others,  to 
be  carried  to  Lumpkin's  jail  in  Richmond  to  be  put 
upon  the  "  block."  She  had  been  united  to  a  slave  of 
her  choice  some  two  years  before,  and  a  little  babe  had 
been  born  to  them.     The  husband,  my  mother  with  the 


The  Sunday-school  and  the  Negro  Problem        295 

babe  in  her  arms,  and  other  slaves  watch  them  from  the 
"  big  gate  "  as  they  come  down  to  the  road  to  go  to  Rich- 
mond, some  twenty  miles  away.  As  she  saw  us  big 
tears  welled  up  in  her  big  black  eyes ;  not  a  word  could 
she  utter  as  she  looked  her  last  farewell.  She  thought 
of  one  of  the  old  slave  songs  we  used  to  sing  in  the  cabin 
prayer-meetings  at  night,  as  we  turned  up  the  pots  and 
kettles,  and  filled  them  up  with  water  to  drown  the  sound. 
Being  blessed,  as  is  true  of  most  of  my  race,  with  a  splen- 
did voice,  she  raised  her  eyes  and  began  to  sing: 

"  Brethren,  fare  you  well;  brethren,  fare  you  well; 
May  God  Almighty  bless  you  imtil  we  meet  again." 

Singing  these  weird  lines  she  passed  otit  of  sight. 
More  than  forty  years  have  passed,  and  they  have  never 
met  again,  unless  they  have  met  in  the  Morning  land, 
where  partings  are  no  more. 

For  the  sufferings  we  have  endured,  leaving  their 
traces  indelibly  stamped  upon  us,  I  claim  your  aid  that 
we  may  have  for  our  children  this  blessed  gospel,  the 
panacea   for  all   human   ills. 

2.  He  has  elements  in  his  nature  that  make  him 
peculiarly  susceptible  to  religious  training.  He  stands  as 
a  monument  to  faithfulness  to  humble  duty,  one  of  the 
highest  marks  of  the  Christ  life.  He  is  humble  and  faith- 
ful, but  not  from  cowardice,  in  evidence  of  which  I  recall 
his  achievements  at  Boston,  Bunker  Hill,  New  Orleans, 
Milliken's  Bend,  Wilson's  Landing  and  San  Juan  Hill. 

He  fought  when  a  slave,  some  would  say,  from  com- 
pulsion, but  would  he  fight  for  love  of  the  flag  of  the 
Union?  God  gave  him  a  chance  to  answer  the  question 
at  San  Juan  Hill.  The  story  is  best  understood  as  told 
to  me  by  one  of  the  brave  Ninth  Cavalry  as  he  lay 
wounded  at  Old  Point  Comfort,  Va. 

The  splendid  Rough  Riders  are  led  by  that  prince  of 
men,  a  hero  in  war  and  a  greater  one  in  peace,  who, 
amid  the  clangor  of  political  strife,  amid  the  timidity 
of  friends  and  censxire  of  foes,  dares  stand  for  the  right 


296      The  Relation  of  the  Sunday-school  to  Missions 

as  God  has  given  him  light  to  see  the  right,  —  Theo- 
dore Roosevelt.  Up  they  go  amid  shot  and  shell  from 
enemies  concealed  in  fields,  trees,  ditches  and  the  block- 
hotxse  on  the  hill.  The  galling  fire  proves  too  much 
for  them  and  back  they  come.  A  second  and  third 
assault  prove  equally  unavailing.  They  must  have  help. 
See  them  as  thev  come,  black  as  the  sable  plume  of  mid- 
night, yet  irresistible  as  the  terrible  cyclone.  As  is  the 
custom  of  my  race  under  excitement  of  an)''  kind,  they 
are  singing,  — not  "  My  country,'tisof  thee,  sweet  land  of 
liberty,  of  thee  I  sing,"  though  fighting  willingly  for  the 
land  that  gave  them  birth;  not  "  The  bonny  blue  flag," 
though  they  were  willing  to  die  for  the  flag  they  loved. 
They  sing  a  song  never  heard  on  battlefield  before, 
"  There  is  a  hot  time  in  the  old  town  to-night."  On  they 
come,  trampling  on  the  dead  bodies  of  their  comrades  — 
they  climb  the  hill.  "  To  the  rear!  "  is  the  command. 
"  To  the  front!  "  they  cry;  and,  leaderless,  with  officers 
far  in  the  rear,  they  plant  the  flag  on  San  Juan  Hill, 
and  prove  to  the  world  that  negroes  will  fight  for  love 
of  country. 

They  were  faithful  to  humble  duty  in  the  dark  days 
of  the  South,  from  1861  to  1865.  When  Jeff  Davis 
had  called  for  troops  until  he  had  well  nigh  decimated 
the  fair  southland,  and  even  boys,  in  their  devotion  to 
the  cause  they  loved  dear,  were  willing  to  go  to  the  front, 
my  young  master  came  to  my  old  mistress  and  asked  to 
be  allowed  to  go.  Calling  my  Uncle  Isaac,  my  old 
mistress  said  to  him,  "  Isaac,  go  along  with  your  young 
Marse  Edmund,  take  good  care  of  him,  and  bring  him 
home  to  me."  "  I  gwy  do  de  bes  I  kin,"  was  his  reph'. 
Off  these  two  went  amid  the  tears  of  the  whole  i)lanta- 
tion,  and  we  heard  no  more  for  some  time.  One  night 
we  heard  the  dogs  howling  down  in  the  pasture  lot, 
always  a  forewarning  of  death  to  the  southern  heart. 
A  few  nights  thereafter,  my  mother  heard  a  tapping  on 
the  kitchen  window,  and,  on  going  to  the  door,  saw 
Uncle  Isaac  standing  there  alone.     "  What  in  the  world 


The  Sunday-school  and  the  Xcgro  Problem         297 

are  you  doing  here?  "  was  the  question  of  my  mother. 
"  "Whar's  mistis?  "  was  the  answer.  M3'  mother  went 
to  call  mistress,  who,  white  as  a  sheet,  repeats  the  ques- 
tion. "  Mistis,  I  done  de  bes  I  could."  Going  a  few 
paces  from  the  door,  while  the  soft  southern  moon  shone 
pitilessly  through  the  solemn  pines,  he  brought  the  dead 
body  of  his  young  master  and  laid  it  tenderly  at  his 
mother's  feet,  having  brought  it  on  his  back  more  than 
twenty  miles  from  the  battlefield,  faithful  to  his  promise, 
and  from  love  of  one  with  whom  he  had  played, 
though  slave  and  master,  in  childhood's  days.  Such 
acts  of  devotion  can  never  be  forgotten  while  memory 
holds  its  sacred  office.  Xot  one  case  of  the  nameless 
crime  was  ever  heard  in  those  days,  though  the  flower 
of  the  womanhood  of  the  South  was  left  practically 
helpless  in  the  hands  of  black  men  on  southern  planta- 
tions. 

We  are  proud  of  our  30,000  teachers,  2,000  graduated 
doctors,  1. 000  lau"\'ers,  20,000  ordained  ministers,  75.000 
business  men,  400  patentees,  and  250,000  farms  all  paid 
for,  as  evidence  of  our  possibilities,  but  proudest  of  the 
fact  that  nearly  three  millions  of  our  almost  ten  millions 
of  negroes  are  professing  Christians.  It  is  true  that 
the  negro  is  not  always  the  best  kind  of  a  Christian. 
He  is  often  crude  in  worship,  with  a  rather  hazy  idea 
of  the  connection  between  religion  and  morality.  A 
colored  man,  on  making  a  loud  profession  of  religion, 
was  asked  if  he  were  going  to  pay  a  certain  debt  he  had 
contracted,  remarked,  "  Ligun  is  ligun,  an'  bisnes'  is 
bisnes',  an'  I  ain't  gwy  mix  um."  Yet  I  am  afraid  ours 
is  not  the  only  race  that  fails  to  "  mix  um,"  and  he  does 
not  have  to  go  far  to  find  others,  with  advantages  far 
superior  to  his,  who  have  not  reached  the  delectable 
moxmtain. 

3.  Our  greatest  curse  to-day  is  the  rum  shop,  kept  far 
too  often  by  men  of  the  developed  and  forward  race, 
to  filch  from  us  our  hard  earnings,  and  give  us  shame 
and  misery  in  return.     A  man  who  would  deliberately 


298      The  Relation  of  the  Sunday-school  to  Missions 

debauch  and  hinder  a  backward  race,  struggUng  for  the 
light,  would  "  rob  the  dead,  steal  the  orphan's  bread, 
pillage  the  palace  of  the  King  of  kings,  and  clip  the 
angels'  pinions  while  they  sing." 

Right  b}'-  the  side  of  this  hindrance,  especially  in  the 
cotmtry  districts,  is  an  ignorant,  and,  in  too  many  cases, 
venial  ministry,  for  ignorance  is  the  greatest  curse  on 
earth  save  sin.  The  Sunday-school  is  destined  to  be 
the  most  potent  factor  in  the  removal  of  this  evil.  As 
our  children  see  the  light  as  revealed  in  the  Sunday- 
school  b}-  the  teachers  of  God's  Word,  they  will  demand 
an  intelligent  and  moral  ministry  and  will  support  no 
other.  Let  me  say  to  you  that  there  is  no  agency  doing 
more  in  that  absolutely  necessary  and  fundamental  line 
than  this  God-sent  association. 

There  is  a  beautiful  story  told  in  Greek  mythology, 
that  when  Ulysses  was  passing  in  his  ship  by  the  Isle 
of  the  Sirens  the  beautiful  sirens  began  to  play  their 
sweetest  music  to  lure  the  sailors  from  their  posts  of 
dutv.  Ulysses  and  his  sailors  stuffed  wax  in  their  ears, 
and  lashed  themselves  to  the  masts,  that  they  might  not 
be  lured  away;  but  when  Orpheus  passed  by  in  the 
search  of  the  golden  fleece,  and  heard  the  same  sweet 
songs,  he  simply  took  out  his  harp  and  played  sweeter 
music,  and  not  a  sailor  desired  to  leave  the  vessel.  The 
sirens  of  sin  and  crime  are  doing  all  in  their  power  to 
lure  us  from  the  highest  and  best  things  in  life.  Wealth, 
education,  political  power  are,  after  all,  bvit  wax  in  the 
ears,  the  ropes  that  may  or  may  not  hold  us  to  the  masts 
of  safety;  but  that  sweeter  music  of  the  heart,  played 
on  the  harp  of  Love  by  the  fingers  of  Faith,  will  hold  us 
stronger  than  "  hoops  of  steel."  Let  the  great  Sunday- 
school  movement  continue  to  play  for  us  this  sweeter 
music,  and  no  sirens  can  lure  us  away  from  truth  and 
right  and  heaven.  The  mission  that  will  be  of  real 
help  to  us  will  be  the  mission  dictated  by  love. 

Sir  Launfal  found  the  Holy  Grail  in  ministering  to  the 
suffering  and  diseased  at  his  own  door.     Ye  who  are  in 


The  Sunday-school  and  the  Negro  Problem        299 

search  of  God's  best  gift  can  find  it  to-day  in  uplifting 
these  ten  millions  of  people  at  your  door,  broken  by 
slavery,  bovmd  by  ignorance,  yet  groping  for  the 
light. 

The  great  Anglo-Saxon  race  has  been  growing  more 
than  a  thousand  years,  and  we,  an  undeveloped  race, 
have  just  begun.  "  Have  patience  with  us  and  we  will 
pay  thee  all."  I  sometimes  feel  our  race,  so  confiding 
and  so  trustful,  and  which  has  believed  so  implicitly 
in  the  justice,  truth,  and  honor  of  the  white  race,  is  be- 
coming a  little  suspicious.  An  old  colored  woman  went 
to  a  railroad  station  to  get  a  ticket  for  the  country. 
"  Where  are  you  going  ?  "  inquired  the  agent.  "  Whar 
I  gwine?  What  yoti  got  to  do  wid  whar  I  gwine?  I 
gwine  'bout  my  business,  dat's  all.  You  jes'  gimme  a 
ticket!  "  I  fear  too  many  of  us  begin  to  feel  this  way. 
Yet  the  white  race  should  treat  our  race  so  kindly  and 
considerately,  on  account  of  our  very  weakness,  that 
we  may  always  look  for  fair  and  indulgent  treatment, 
for  the  Master  has  said,  "  Inasmuch  as  ye  have  done  it 
imto  one  of  the  least  of  these  my  brethren,  ye  have  done 
it  unto  me." 

4.  Has  the  negro  made  improvement  commensurate 
with  the  help  he  has  received  from  North  and  South? 
I  believe  he  has,  and  that  each  year  finds  him  better  than 
the  last.  Dr.  Talmage  was  visiting  a  joarishioner  when 
a  little  girl  sat  on  his  knee.  Seeing  his  seamed  and 
wrinkled  face,  she  asked,  "  Doctor,  did  God  make  you?  " 
"  Yes,"  was  the  reply.  Then  looking  at  her  own  sweet, 
rosy  face  in  a  glass  opposite,  she  asked,  "  Did  God  make 
me,  too?  "  "  Yes."  "  Did  God  make  me  after  he  made 
you?  "  "  Yes,  my  child;  why?  "  Looking  again  at 
his  face  and  hers,  she  said,  "  Well,  doctor,  God  is  doing 
better   work  the.se   days." 

God  bless  our  mothers  and  fathers!  no  nobler  souls 
ever  lived  under  such  circumstances;  but  God  has 
answered  their  prayers,  and,  with  the  young  folks,  will 
do  better  work. 


300      The  RelaHon  of  the  Simday-school  to  Missions 

I  see  gathered  upon  our  fair  western  plain  nations  of 
all  the  earth.  The  Italian  is  there,  and  thinks  of  "  Italia, 
fair  Italia!  "  The  Frenchman  sings  his  "  Marseillaise." 
The  solid,  phlegmatic  German  sings  his  "  Wacht  am 
Rhein."  The  Irish  sings  "  Killamey,"  and  "  Wearing 
o'  the  Green";  the  Scotchman  his  "  Blue  Bells";  the 
Englishman,  "  God  save  the  King  ";  the  American,  the 
"  Star-spangled  Banner."  God  bless  the  patriot!  but 
the  ultimate  end  of  all  governments  is  that  the  Kingdom 
of  Christ  may  prevail.  One  towering  Christian  man 
thinks  of  this,  and,  seeing  a  black  man  standing  by, 
without  home  or  country,  remembers  that  "  All  are 
Christ's  and  Christ  is  God's."  He  swings  a  baton 
high  in  air  and  starts  a  grand  hallelujah  chorus.  For- 
got is  all  else  as  the  grand  chorus,  white  and  black,  of 
every  age  and  every  clime,  sings  till  heaven's  arches  ring 
again,  while  angels  from  the  battlements  of  heaven 
listen  and  wave  anew  the  palm  branches  from  the  trees 
of  paradise,  and  the  choir  that  sang  on  the  plains  of 
Bethlehem  more  than  nineteen  hundred  years  ago  join 
in  the  grand  refrain: 

"  All  hail  the  power  of  Jesus'  name, 
Let  angels  j)rostrate  fall ; 
Bring  forth  the  royal  diadem. 
And  crown  him  Lord  of  all." 


PORTRAITS 

Of  the  Executive  Committee  Elected   at  the  Eleventh  Inter- 
national Sunday-school  Convention,  Toronto, 
Ontario,  June  23-27,   1905 

Each  state,  province  and  territory  in  the  United  States 
and  Canada,  with  Mexico,  Central  America,  Cuba,  Puerto 
Rico,  the  Philippines  and  Hawaii,  is  represented  by  one 
member  on  this  committee.  Each  of  the  eleven  districts 
(see  map  on  page  3 1 6)  is  represented  by  a  member.  The 
officers  of  the  convention  and  the  General  Secretary  are 
ex  offidis  members  of  the  committee,  making  a  total  of  96. 
This  great  committee  is  divided  for  the  work  into  the  fol- 
lowing sub-committees  (see  Official  Register)  : 

Central  Official  Report 

Incorporation  Work  among  the  Negroes 

Finance  International  Bible  Reading 

Education  Primary 

Mexico  Theological  Seminaries 

Home  Department  Adult  Bible  Classes 

Headquarters  Building  West  Indies 

In  addition  to  portraits  of  the  committee  there  are  in- 
cluded in  the  following  pages  pictures  of  eminent  Sunda\- 
school  leaders,  past  and  present,  of  International  Field 
Workers  and  groups  of  denominational  and  other  editors 
engaged  in  presenting  lesson  helps  and  other  valuable 
information  for  the  use  of  Sundav-school  workers. 


302  Eminent  Sunday-school  Leaders 


Hon.  Mr.  Justice  J.  J.  Maclarem,   D.C.L.,  LL.D.,  Toronto,   Ont., 
President  International  Sunday-school  Association,   1905.     Member  Inter- 
national Committee  since  J  893.     Eminent  jurist  of  Canada,  Justice  of  the 
Ontario  Court  of  Appeals. 


Emiuct'.t  Sunday-school  Leaders 


303 


Dr.  George  W.  Bailey,  Philadelphia,  Pa., 
Treasurer  International  Sunday-school  Association.        Chairman  Executive 
Committee  of  the  World's  Sunday-school  Association. 


304 


Em  incut  Siuuiay-scliool  Leaders 


Marion   Lawrance,  Toledo,  Ohio, 
General  Secretary  International  Sunday-School  Association.   Superintendent 
of  the  Washington  Street  Congregational  Sunday-school,  Toledo,  Ohio,  for 
thirty  years.     Author  of  "  How  to  Conduct  a  Sunday-school  "  and  other 
works. 


Eminent  Sunday-school  Leaders 


305 


Rev.   John'    Potts,   D.D.,  Ti  ronto.   Ontario. 
Chairman  c.f  the  International  Lesson  Committee.     Treasurer  of  Victoria 
College.     Chairman  Committee  on  Education  of  the  Methodist  Church  of 
Canada. 


306 


Eminent  Sunday-school  Leaders 


Edward  K.  Warren,  Three  Oaks,  Mich. 
Vice-Chairman    Executive    Committee    International    Siinday-school   Asso 
ciation.     President  World's  Fourth  Sunday-school  Convention.     At  Toronto 
he  pledged  the  salary  of  Dr.  J.  E.  Shepard,  field  superintendent  for  the 
negroes,  for  three  years. 


Eminent  Sunday-school  Leaders  307 


Bishop  John  H.  Vincent.  D.D.,  LL.D.,  Indianapolis,  Ind., 
Bishop  of  the  Methodist  Episcopal  Church  since  1872.  In  company  with 
B.  F.  Jacobs  launched  the  International  uniform  lesson  system  in  1892. 
Chairman  of  the  Lesson  Committee,  1872-96.  Founded  the  Chautauqua 
Assembly,  1874.  For  many  years  the  Sunday-school  leader  in  the  Methodist 
Episcopal  church.     Author  of  many  Sunday-school  books. 


3o8 


Enniictit  Siindav-school  Leaders 


Hon.  John  Wanamaker,  Philadelphia,  Pa., 
A  Christian  merchant,  who  for  forty-eight  years  has  been  superintendent 
of  the  Bethany  Presbyterian  Church  Sunday-school,  the  largest  Sunday- 
school  in  America,  and  with  one  exception  the  largest  in  the  world.  Vice- 
President  of  the  International  Association  and  President  of  the  Pennsyl- 
vania State  Association. 


Eminent  Sunday-school  Leaders 


309 


H.  J.  Heinz,  Pittsburg.  Pa.. 
Member  of  the  International  Executive  Committee  and  Chairman  of  the 
Pennsylvania  State  Committee.  Has  a  world-wide  interest  in  Sunday- 
school  work.  At  Toronto  he  pledged  the  support  for  three  years  of  a  field 
worker  for  Japan.  An  active  Christian  worker,  with  "extensive  business 
interests  in  all  parts  of  the  world. 


3IO  EniineiU  Sunday-school  Leaders 


F.  F.  Belsey,  J. p.,  London,  England, 
A  leader  of  the  Sunday-school  forces  of  England.  Member  of  the  English 
section  of  the  International  Lesson  Committee.  Chairman  of  the  British 
delegation  to  the  Jerusalem  Convention,  IQ04.  President  of  the  World's 
First  Convention,  London,  1889.  With  Rev.  Frank  Johnson  attended  the 
Denver  Convention,  190?. 


E)nincv.t  Sunday-school  Leaders 


311 


Rev.  Frank  John'son,  London,  England. 
Editor  of    the  Sunday-school  Chronicle.     Secretary  of  the  World's  Fourth 
Sunday-school  Convention,  Jerusalem,  Palestine,  1904.     Author  of  "  Under 
Cross  and  Crescent,"  the  story  of  the  Jerusalem  Convention. 


312 


Eminent  Sunday-school  Leaders 


B.  F.  Jacobs,  Chicago,  111., 
The  founder  and  leader  of  International  Sunday-school  work.  "  Pre- 
eminent as  an  organizer  and  executive  officer. "  Member  of  the  Lesson 
Committee,  1872-1902.  Chairman  Illinois  State  Committee,  thirty  years. 
Chairman  International  Committee,  1881-1902.  Born  Paterson,  N.  J., 
1834.      Died  Chicago,  111.,  June  23,  igo2. 


Eminent  Sunday-school  Leaders 


313 


Henry  Ciay  TRVMnri.i.,  D.D.,  Philadelphia.  Pa., 
One  of  the  wisest  iriends  and  stroniiest  supporters  of  organized  Sunday- 
school  work.  From  1875  to  his  death  (Deo.  8,  190.5)  editor  of  the  Sunday 
School  Times.  "The  Sunday-school  workers  of  North  America  owe  him  a 
boundless  debt  for  establishing  helpful  relations  between  them  and  the 
great  Bible  scholars  of  this  generation." 


214  Eminent  Sunday-school  Leaders 


William  Reynolds,  Peoria,  111., 
Sundav-school  worker  and  leader  for  nearly  forty  years.     Twice  president 
of  the  Illinois  State  Association.     President  of  International  Convention 
Chicago,   1887.     At  that  convention  elected  the  first  International  Field 
Worker,'  and  served  until  his  death  in  Louisville,  Ky.,  in  1897. 


I'-iniiu-nt  SmiJav-school  Leaders 


315 


Israel  P.  Black,  Philadelphia.  Pa., 
Thirty-two  years  a  primary  teacher  in  Philadelphia.  First  president  of  the 
Philadelphia  Primary  Union,  1879.  Secretary  of  the  International  Union, 
1891-93,  and  of  the  International  Primary  Department,  1896-1903.  For 
seven  years  editor  of  the  International  Primary  Bulletin.  He  died  May 
22,  1Q03. 


Tlic  International  Executive  Coinunttec  317 


President  J.  J.  Maci.arex 


Chairman  W.  N.  Hartshorn 


Hon  Justice  J.  J.  Maclaren,  Toronto,  Ont.,  President  of  the  Convention. 
Elected  member  of  the  committee  at  St.  Louis,  i8q3.  Member  Committee 
on  Headquarters  Building. 

W  N  Hartshorn,  Boston,  Mass.  Elected  member  of  Execmive  Com- 
mittee at  Chicago,  18.S7.  Elected  chairman  to  succeed  B.  F.  Jacobs, 
Denver,  1902.  For  seventeen  years  chairman  Massachusetts  State  Com- 
mittee. '    Member  of  all  committees. 

Dr.  George  W.  Bailey,  Philadelohia.  Elected  member  of  Executive 
Committee  at  St.  Louis,  iSQ.^i.  Elected  treasurer,  iqoo.  Member  of  the 
following  committees:  Central,  Finance,  L  B.  R.  A.,  Prmiary,  and  chair- 
man Mexico. 

Marion  Lavvrance,  Toledo,  Ohio,  General  Secretary  since  1899.  For  ten 
vears  General  Secretarv  of  Ohio.     Member  of  all  committees. 


Dr.  G.  W.  Baij.ev 


Marion  Lawrakce 


3i8 


The  IntcniatioiaL  Executive  Committee 


A.  B,  McCrillis 


ELL,    D.D. 


A.  B.  McCrillis,  Providence,  R.  I.,  Vice-President  of  the  Convention. 
Elected  a  member  of  Executive  Committee  at  Louisville,  1884.  Member 
Central  and  Finance  Committees. 

Rev.  H.  H.  Bell,  D.D..  San  Francisco,  Cal.,  Vice-President.  Member 
Committee  on  Official  Report.     Elected  1905. 

Rev.  Junius  Vv''.  Millard,  D.D.,  Atlanta,  Ga.,  Vice-President.  Member 
Committee  on  West  Indies.      Elected   1905. 

W.  B.  Jacobs,  Chicago,  111.,  Vice-President.  General  Secretary  Illinois 
State  Association.     Member  Committee  on  Official  Report.     Elected  1905. 


We 

were     unable 

to 

secure 

a  portrait 

of 

Mr. 

Jacobs 

J.  W.  Millard,  D.D. 


W.    B.    J.\COBS 


The   hitcniatioaal   Excciitivi'  Counuittcc 


319 


Bishop   H.   E.    Hoss 


R.   A.   Falconer 


Bishop  E.  E.  Hoss,  LL.D.,  Dallas,  Tex.,  Vice-President.  Bishop  of  the 
Methodist  Episcopal  Church,  South.  Member  Committee  on  West  Indies. 
Elected  1005. 

Principal  R.  A.  Falconer,  LL.D.,  Litt.  D.,  Halifax,  N.  S..  Vice-President. 
Member  Committee  on  West  Indies.     Elected  1905. 

Rev.  Joseph  Clark,  D.D.,  Columbus,  Ohio,  Recording  Secretary.  General 
Secretary  of  Ohio.  Member  committees  on  Adult  Bible  Classes,  and  Prmiary. 
Elected  1Q05. 

Rev.  E.  F.  Talmadge,  Wauregan,  Conn.,  Assistant  Recording  Secretary. 
General  Secretary  of  Connecticut.     Elected  1905. 


r 


Rev.  Joseph  Ci akk 


Rev.   E.   F.   Tai.madi-.e 


320  The  hitcruatiov.al  Executive  C'onunittee 


John   Legg 


N.  T.  Arnold 


John  Legg,  Worcester,  Mass.  Elected  at  Toronto,  1905,  to  represent 
the  First  District.     Member  Committee  on  West  Indies. 

N.  T.  Arnold,  Ridgway,  Pa.  Elected  1905,  to  represent  the  Second  Dis- 
trict.    Member  Committee  on  Finance. 

George  W.  Watts,  Durham,  N.  C.  Elected  1905,  to  represent  the  Third 
District.  Member  following  committees:  Central,  Work  among  the 
Negroes,   West   Indies. 

F.  A.  Wells,  Chicago,  111.  Elected  190s,  to  represent  the  Fourth  Dis- 
trict.    Member  following  committees:    Central,  Headquarters  Building. 


G.  W.   Watts 


F.  A.  Wei.ls 


The  Ititcniatiotial  Exccntivc  L'oiiiniittcc  321 


R.   B.  Griffith 


F.  P.  Havs 


R.  B.  Griffith,  Grand  Forks,  N.  D.  Elected  1905,  to  represent  the  Fifth 
District.     Member  Primary  Committee. 

Frank  P.  Hays,  St.  Louis,  Mo.  Elected  lyo.^.  to  represent  the  Sixth 
District.     Member  Committee  on  West  Indies. 

W.  N.  Wiggins,  San  Antonio.  Tex.  Elected  lyos,  to  represent  the  Sev- 
enth District.     Member  Committee  on  Mexico. 

H.  P.  Spencer,  Denver,  Colo.  Elected  190S.  to  represent  the  Eighth 
District. 


W.    X.    WiGGI.NS 


7,22 


The  liitcniatiofial  Executive  Committee 


D.  L.  Rader,  n.D. 


Rev.   W.   H.   Day 


Rev.  Daniel  L.  Rader,  D.D.,  Portland,  Ore.  Elected  1905,  to  represent 
the  Ninth  District.     Member  Committee  on  Education. 

Rev.  W.  H.  Day,  Los  Angeles,  Cal.  Elected  1905,  to  represent  the 
Tenth  District.     Member  Committee  on  Theological  Seminaries. 

Janero  S.  Paz,  Guadalajara,  Mexico.  Elected  1905,  to  represent  the 
Eleventh   District.     Member  of  Committee  on  Mexico. 

Rev.  Sheldon  Jackson,  D.D..  LL.D.,  Washington,  D.  C.  representing 
Alaska.  Elected  member  of  Executive  Committee  at  Chicago,  1887. 
Member  Committee  on  Theological  Seminaries. 


\V"e     were 

unable 

tci 

secure     the 

portrait 

of 

Mr.   Paz. 

J.  S.  Paz 


Rev.  Sheldom  Jacksom 


The  International  Executive  Committee 


i^Z 


T.  S.  Carroi  I, 


•Prin,   A.   O.   MacRae 


J.  S.  Carroll.  Troy,  Ala.  Elected  Toronto,  1905.  Member  Committee 
oil  Finance. 

Principal  A.  O.  MacRae,  Ph.D.,  Calgary,  Alberta.  Elected  1Q05.  Mem- 
ber Committee  on  I.  B.  R.  A. 

Walter  Hill,  Prescott,  Ariz.  Elected  1905.  Member  Committee  on 
Mexico. 

Gen.  B.  W.  Green,  Little  Rock,  Ark.  Elected  at  Atlanta,  1S99.  Mem- 
ber Committee  on  Work  among  the  Negroes. 


Wai,ter  Hii,i, 


Gen.   B.  W.  Greem 


324 


'J'he  International  Executive  Committee 


'^^^    "%** 


Noah  Shakespeare 


Ncah  Shakespeare.  Victoria,  B.  C.  Elected  at  Denver,  1902.  Mcmbci 
Committee  on  Home  Department. 

C.  M.  Campbell.  Sacramento.  Cal.  Elected  Vice-President,  Denver,  1902. 
Elected  to  represent  California,  X.,  on  the  Executive  Committee.  1905. 
Member  Committee  on  Adult  Bit)le  Classes. 

Gail  Borden.  Los  Angeles.  Cal.  Elected  1903.  Member  Committee  on 
Headquarters  Building  and  on  Mexico. 

S.  H.  Atwater,  Canon  City,  Colo.  Elected  at  Atlanta,  1S99;  served  until 
1902.  Elected  at  Toronto,  1905.  Member  Committee  on  Home  Depart- 
ment. 


Gail  Borden* 


S.  H.  Atwater 


Tlic  International  Executive  Committee 


325 


Williams 


S.  H.  Wil'.iams.  Glastonbiiry,  Cunn.  Elected  1905.  Member  Priman' 
Committee. 

C.  H.  Cantwell,  Wilmington.  Del.  Elected  1905.  Member  Committee 
on  I.  B.  R.  A.     President  Delaware  Ass(jciation. 

W.  W.  Millan,  Washington.  D.C.  Elected  at  Denver.  1902.  President 
District  of  Columbia  Association.     Member  Committee  on  I.  B.  R.  A. 

H.  C.  Groves,  Ocala,  Fla.  Elected  at  Boston,  1896.  Member  Committee 
on  Work  among  the  Negroes. 


W.    W.    MlLL.\N- 


H.  C.  Groves 


326 


The  International  Executive  Coynmittee 


F.   L.   Mallary 


Rev.   W.   H     BowLEK 


Frank  L.  Mallary,  Macon,  Ga.  Elected  1005.  Member  committees  on 
Work  amon'T  the  Negroes  and  Headquarters  Building. 

Rev.  W.  H.  Bowler,  Shoshone,  Idaho.  Elected  1905.  Member  Primary 
Committee . 

A.  H.  Mills.  Decatur,  Ill_.  Elected  at  Denver,  1002.  to  succeed  B.  F. 
Jacobs.  Member  of  followine;  committees;  Incorporation,  Chairman  Pri- 
mary and  Adult  Bible  Classes. 

D.  M.  Marrs,  Vinita,  I.  T.  Elected  1505.  Member  Committee  on  Official 
Report. 


A.  H    Mills 


D.  M.  Marks 


The  International  Executive  Committee 


327 


W.  C.  Hall 


J.   F.   Hardin- 


W.  C.  Hall,  Indianapolis,  Ind.  Elected  at  Denver,  1902.  Member  of 
Cominiltee  on  Adult  Bible  Classes. 

J.  F.  Hardin,  E'dt  ra,  la.  Elected  at  Atlanta;  1899.  Member  Committee 
on  Home   Department. 

Don  Kinney.  Xe^ton,  Kan.  Elected  at  Denver,  1902.  Member  Pri- 
mary Committee. 

John  Stites.  Louisville.  Ky.  Elected  at  Boston,  1896.  Member  com- 
mittees on  Incorporation,  Cnaimian,  Work  among  the  Negroes  and  Head- 
quarters Biiiiding. 


Dos-    KlXN'EV 


John  Stitks 


328 


The  Intcrnatior.al  Executive  Committee 


M.   C.   Bridces 


L.   R.   Cc 


M.  C.  Bridges,  Norwood,  La.  Elected  1005.  Member  Committee  on 
Headquarters  Building. 

L.  R.  Cook,  Yarniouthville,  Me.  Elected  at  Denver,  1902.  President 
Maine  State  Association.     Member  Primary  Committee. 

F.  W.  Adam.';.  Winnipeg,  Manitoba.  Elected  1005.  Member  Committee 
m  Official  Report. 

William  A.  Tottle,  Baltimore,  Md.  Elected  1905.  Member  Committee 
on  Finance. 


F.  W.  Ad.\ms 


W.  A.  Tottle 


The   lutcntaiioiial  Executive  Coiiiinittcc 


3^9 


E.    K.    WVRRKX 


Rev.   G.  R.   Merrill 


E.  K.  WaiTen,  Three  Oaks,  Mich.  Elected  at  Denver,  1002.  Member  of 
the  folUnviriK  committees:  Central,  Incorporation  Work  among  the  Negroes, 
Chairman  Finance. 

Rev.  George  R.  Merrill,  D.D.,  Minneapolis,  Minn.  Elected  at  Boston, 
1896.  Re-elected  at  Denver,  1902.  Secretary  of  the  Executive  Committee. 
Member  of  following  committees:  Education,  Theological  Seminaries, 
Chairman. 

D.  E.  Wilson,  Nesbitt,  Miss.  Elected  190.V  Member  Committee  on 
Adult  Bible  Classes. 

Rev.  A.  P.  George,  D.D.,  St.  Louis,  Mo.  Elected  190.,.  Member  Com- 
mittee on  Adult  Bible  Classes. 


D.   E.  Wilson 


A.  P.  George,   D.D. 


330  The  International  Executive  Committee 


Rev.   D.  B.   Price 


G.  G.  Wallace 


Rev.  D.  B.  Price,  Stevensville,  Mont.  Elected  in  1903,  to  fill  vacancy. 
Member  Committee  on  Theological  Seminaries. 

George  G.  Wallace,  Omaha,  Neb.  Member  of  the  Committee  at  Atlanta, 
1899.  Elected  again,  1905.  Member  of  Central  Committee  and  Committee 
on  Theological   Seminaries. 

Pres.  J.  E.  Stubbs,  D.D.,  LL.D.,  Reno,  Nev.  Elected  1905.  President 
Nevada  State  University.     Member  Committee  on  Theological  Seminaries. 

E.  R.  Machum,  St.  John,  N.  B.,  Vice-President  Denver,  1902.  Member 
Executive  Committee  since  Boston,  1896.  Member  Central  Committee 
and  Committee  on  Incorporation. 


Pres.    T.   E.   Stubbs 


E.  R.  Machum 


The  International  Executive  Committee 


Z3^ 


C.    p.    AVKE 


Prin.   G.   \V.   Bin-gham 


Charles  P.  Avre,  St.  John's,  X.  F.  Elected  loo,.  Member  Committee  on 
I.B.R.A. 

Principal  G.  V.'.  Bingham.  Derry.  X.  H.  Elected  at  St.  L:juis,  1893. 
Member  Committee  on   I.  B.  R.  A. 

Rev.  Frank  A.  Smith,  Haddonfield,  X.  J.  Elected  at  Denver,  1902. 
Member  Committee  on  I.  B.  R.  A.,  Chairman. 

F.  W.  Spencer,  Albuquerque,  Xew  Mexico.  Elected  1905.  General 
Secretary  of  Xew  Mexico.     Member  Committee  on  Mexico. 


Rev.   F.   A.   S.MITH 


F.  \V.  Spescer 


2>3- 


The  International  Executive  Committee 


F.  L.  Brown' 


Frank  L.  Brown,  Brooklyn.  N.  Y.  Elected  1905.  Member  Primary, 
Home  Department,  and  West  Indies  committees. 

W.  A.  Duncan,  Ph.D.,  Syracuse,  N.  Y.  Elected  at  Louisville,  1SS4.  In 
IQ05  was  made,  by  vote  of  the  committee,  an  honorary  member.  Chairman 
of  Committee  on  Home  Department. 

N.  B.  Broughton,  Raleigh,  N.  C.  Elected  at  Atlanta,  1890.  Chairman 
Committee  on  Work  among  the  Negroes. 

H.  E.  Pratt,  Cavalier,  N.  D.  Elected  1905.  Member  Committee  on 
Incorporation. 


N.  B.  Broughtom 


H.  E.  Pr.\tt 


The  lutcruatioual  Executive  Committee 


ZZi 


Dr.     F.    WcitlDBUKY 


\V.   A.   Ei'iJAi.v 


Dr.  Frank  Woodbury,  Halifax,  N.  S.  Elected  at  Denver,  1902.  Chair- 
man Committee  on  West  Indies  and  member  Committee  on  Education. 

W.  A.  Eudaly,  Cincinnati,  Ohio.  Elected  at  St.  Louis,  189.?,  President 
Ohio  Association.      Member  of  Central  and  West  Indies  Committees. 

Dr.  L.  Haynes  Bvixton,  Oklahoma  City,  Okla.  Elected  1905.  Member 
Committee  on  I.  B.  R.  A. 

William  Hamilton,  Toronto,  Ont.  Elected  1905.  Member  Committee 
on  Headquarters  Building. 


Dr.   L.   H.   BiXToN- 


W.  Hamilton 


334 


Tlic  International  Executive  Committee 


A.  A.  Morse 


H.  J.  Heixz 


A.  A.  Morse,  Portland.  Ore.  Elected  1Q05.  Member  Committee  on 
Incorporation. 

H.  J.  Heinz,  Pittsburg,  Pa.  Elected  at  Denver,  1902.  Member  of  the 
following  committees:  Central,  Incorporation,  Finance,  Headquarters 
Building. 

Rev.  E.  J.  Rattee,  B.A.,  Malpeque,  P.  E.  I.  Elected  iqos.  Member 
Committee  on  Official  Report. 

Seth  P.  Leet,  Montreal,  Quebec.  Elected  at  Pittsburg,  iSqo.  Member 
of  Committee  on  Incorporation. 


Rev.  E.   T^  R.\TTEE 


S.   P.  Leet 


TJic  Intcruational  Executive  Committee 


335 


T    W    Waterman 


Rev.  J.   W.    Hannon- 


T.  W.  Waterman,  Providence,  R.  I.  Elected  at  Atlanta,  iSgg.  Member 
Committee  on  Home  Department. 

Rev.  J.  W.  Hannon  Pnnce  Albert,  Saskatchewan.  Elected  at  Denver, 
1902.     5lember  of   Committee  on   Official   Report. 

W.  E.  Pelham,-  Xewberr>-,  S.  C.  Elected  at  Denver,  1902.  Member 
Committee  on  Home  Department. 

Rev.  C.  M.  Dalev,  Huron.  S.  D.  Elected  at  Denver.  1902.  Member 
Committee  on  Home  Departm.ent. 


W.  E.  Pelha.m 


Rev.   C.   M.    Daley 


336  The   fiitcniatior.al  Executive  Coniuiittec 


H.  M.  Hamill,  d.d. 


\V.  G.  Bre< 


Prof.  H.  M.  Hamill,  D.D  ,  Nashville,  Tenn.  Elected  at  Denver,  1902. 
Member  following  committees:  Central,  Official  Report,  Education,  Chair- 
man. 

W.  G.  Breg,  Dallas,  Tex.     Elected  1905.     Member  Committee  on  Mexico. 

Thomas  Weir,  Salt  Lake  City,  Utah.  Elected  at  Denver,  1902.  Member 
Committee  on  Finance. 

D.  M.  Camp,  Newport,  Vt.  Elected  at  Atlanta,  1S09.  Member  Commit- 
tee on  Incorporation. 


Thom.\s  Weir 


D.  M.  Camp 


The  International  Executive  Committee  337 


J.    R.    JOPLING 


\V.   R.   C'Hii-EV 


J.  R.  Jopling,  Danville,  Va.  Elected  at  Denver,  IQ02.  Member  Com- 
mittee on  Work  among  the  Negroes. 

W.  Ralph  Cooley,  Spokane,  Wash.  Elected  1905.  President  of  the 
Eastern  Washington  and  Northern  Idaho  Association.  Member  Committee 
on  Official  Report. 

W.  D.  Wood,  Seattle,  Wash.  Elected  at  Denver,  1902.  Member  Com- 
mittee on  Finance. 

Rev.  Christopher  Humble.  M.D..  Parkersburg,  W.  Va.  Elected  at  Den- 
ver, 1902.     Member  Committee  on  Education. 


W.  D.  Wood 


Rev.  C.  Humble 


338  The  Internaiioiial  Executive  Coinniittee 


S.  B.  Harding 


I.   C.   Whipple 


S.  B.  Harding,  Waukesha,  Wis.  Elected  at  Denver,  1902.  President 
Wisconsin  Association.     Member  Committee  on  I.  B.  R.  A. 

I.  C.  Whipple,  Cheyenne,  Wyo.  Elected  to  fill  vacancy.  Member  Com- 
mittee on  Headquarters  Building. 

Rev;  E.  B.  Turner,  Honolulu,  Hawaii.     Elected  1005. 

Rev.  Robert  McLean,  San  Juan,  Puerto  Rico.      Elected  1905. 


Rev.  E.  B.  Turner 


Rev.  R.  McLean 


The  International  Executive  Committee  339 


Rev.   H.  C.   Stvntz 


Rev.   P.   RiosECO 


Rev.  Homer  C.  Stuntz.  D.D.,  Manila,  Philippines.     Elected  1905. 
Rev.  Pedro  Rioseco,  Havana,  Cuba.     Elected   1905. 

Rev.  C.  Scott  Williams,  San  Luis,  Potosi,  Mexico.     Elected  1905.     Mem- 
ber Committee  on  Mexico. 

Rev.  W.  W.  McConnell,  San  Jose,  Costa  Rica.     Elected  1902. 


Rev.  C.  S.  WiLLi.\MS 


Rev.    W.    W.    MCCO.NNELL 


340 


The  lutcnialioiial  Executive  Committee 


Rev.  I.  H.  Fulton 


Rev.  J.   A.  Whitted 


Rev.  I.  H.  Fvilton,  Orangeburg,  S.  C,  Vice-President,  representing  the 
negroes.      Elected   igo.s. 

Rev.  J.  A.  Whitted,  D.D.,  Raleigh,  N.  C.  Elected  1905.  Member  of  the 
Executive  Committee  at  large,  representing  the  negroes. 

Prof.  I.  Garland  Penn,  South  Atlanta,  Ga.  Elected  Denver,  1902, 
member  of  the  committee  at  large  representing  the  negroes.  Member  of 
Committee  on  Official  Report. 

Rev.  S.  F.  Kingston,  Selma,  Ala.  Elected  1905,  member  of  the  committee 
at  large,  representing  the  negroes. 


Prof.  I.  G.   Penn 


Rev.  S.  F.  Kingston 


International  Field  Workers 


341 


Mrs.  J.  W.   Barnes 


Mrs.   ^^.   Y.   BkvxEK 


Mrs.  J.  Woodbridge  Barnes,  Newark,  N.  J.,  Primary  and  Junior  Secre- 
tary, appointed  to  this  position  in  the  fall  of  1902. 

Mrs.  Mary  Foster  Bryner,  Peoria,  111.,  Field  Worker.  Appointed  early 
in   IQ03. 

Mr.  W.  C.  Pearce,  Chicago,  111.,  Teacher-Training  Secretary.  Formerly 
secretary  of  the  Cook  County  (Chicago,  111.)  A<;sociation.  Appointed  early 
in   1903. 

Dr.  James  E.  Shepard,  Durham,  N.  C,  Field  Superintendent  of  the  Work 
among  the  Negroes.     Appointed  November,  1902. 


W.    C.     PE.\k<K 


342 


Denominational  and  Other  Leaders 


John  T.  McFarlakd,  D.D. 


James  Atkins,  D.D. 


John  T.  McFarland,  D.D.,  New  York.  Methodist  Episcopal,  2,848,000 
communicants.  Corresponding  Secretary  Sunday-School  Union.  Editor 
The  Sunday-School  7otinial  and  other  Sunday-school  publications  ot  the 
denomination.      President  of  the  Editorial  Association. 

James  Atkins,  D.D.,  Nashville,  Tenn.  Methodist  Episcopal  Church, 
South,  i,5,7,oco  communicants.  Editor  and  chairman  of  the  Sunday- 
school  board.     Editor  Tlw  Sunday-School  Magacmc. 

I  J  Van  Ness,  D.D.,  Nashville,  Tenn.  Southern  Baptist,  1,851.000  com- 
municants. Editorial  secretary  Southern  Baptist  Convention.  Editor  The 
Teacher.  ,,        .       ^t      1. 

C  R  Blackall.  D.D.,  Philadelphia,  Pa.  Baptist,  North,  1,070,000  com- 
municants. Editor  of  Periodials,  American  Baptist  Publication  Society. 
Editor  The  Baptist  Superintendent.  Secretary  and  treasurer  ot  the  Edi- 
torial Association.  Chairman  Administration  Committee,  Pennsylvania 
State  Sunday-School  Associatiim. 


I.  J.  Van-  Ness,  D.D. 


C.    R.    Bl.ArKAM.,    D.D. 


Dcnominatioual  and  Other  Leaders  343 


R.   Miller 


Hazard,   Ph.D. 


J.  R.  Miller,  D.D.,  Philadelphia,  Pa.  Presbyterian,  North,  1,069,000 
communicants.  Editor  The  Westminster  Teacher,  and  other  pubUcations 
of  the  Presbyterian  Church.     Author  of  many  helpful  books. 

M.  C.  Hazard,  Ph.D.,  Boston,  Mass.  Congregationalist,  668,000  com- 
municants. Editor  The  Pilgrim  Tcaclier  and  the  general  publications  of 
the  Congregationalist  church  for  twenty-one  years.  Formerly  associate 
editor  of  the  Sunday-Scliool  Times,  and,  from  1874  to  1S81,  editor  The  Sun- 
day-Sclwol  Teaclter. 

A.  L.  Phillips,  D.D.,  Richmond,  Va.  Presbyterian,  South,  240,000  com- 
municants. General  Superintendent  of  Sunday-school  work  and  business 
manager  of   The  Earnest  Worker. 

John  A.  McKamy,  D.D.,  Nashville,  Tenn.  Cumberland  Presbyterian, 
186,000  communicants.  Editor  of  Sundav-school  oublications.  Editor 
Sui:day-Schc-!  Wcrk^ 


A.  L.  Phillips,   D.D. 


John  A.  McKamv,   D.D. 


344 


Deuoiiiiiiatioiial  and  Other  Leaders 


RuFvs  W.   Miller,   D.D. 


Charle 


Albert,   D.D. 


Rufus  W.  Miller,  D.D.,  Philadelphia,  Pa.  Reformed  Church  (German), 
264,000  communicants.  Secretary  Sunday-school  board  and  editor  TIte 
Heidelberg  TearJier. 

Charles  S.  Albert,  D.D.,  Philadelphia,  Pa.,  Evangelical  Lutheran  General 
Synod,  223,000  communicants.  Editor  Augsburg  Sunday-School  Teaclier, 
and  other  publications. 

Rev.  R.  Douglas  Eraser.  A.M.,  Toronto,  Ontario.  Presbyterian  Church 
in  Canada,  233,000  communicants.  Business  mana.'^er  and  editor  Sunday- 
school  publications  of  the  Presbyterian  Church  in  Canada.  Editor  The 
Teacher's  Monthly. 

Rev.  I.  Bennett  Trout,  Elgin,  111.  Brethren,  100,000  communicants. 
Editor  Brethren  Publications. 


R.  DouGL.\s  Fr.\ser.  A.m. 


Rev.   I.   Bennett  Trout 


Denominational  and  Other  Leaders  345 


Rev.  Frederick  Munz 


Rev.  H.   H.   FoiT 


Rev.  Frederick  Munz.     German  Methodist. 

Rev.  H.  H.  Fout,  Dayton,  Ohio.  United  Brethren,  251,000  communi- 
cants.    Editor  Our  Bible  Teacher  and  other  Sunday-school  publications. 

Rev.  P.  D.  Raidabaugh.  Friends,  c3,ooo  communicants.  Manager  of 
the  Publishing  Society  of  Friends  and  editor  of  the  Bible  School  Quarterly. 

R.  J.  Miller.  D.D.,  Pittsburg,  Pa.  United  Presbyterian,  t  21,000  com- 
municants. Editor  of  United  Presbyterian  Board  of  Publications.  Editor 
The  Bible  Teaclier. 


Rev.   P.   D.  R.\i;:>ABAUGH 


Miller,  D.D. 


346 


Diiioiuinational  and  Other  Leaders 


O.   F.   Sam 


L)  n 


Rev.   W.   B.   Olmstead 


O  F.  Safford,  D.D.,  Peabody,  Mass.  Universalist,  s4.ooo  communicants. 
Editor  Universalist  Sunday-school  publications.  Editor  The  Sunday-School 
Helper. 

Rev.  W.  B.  Olmstead,  Chicago,  111.  Editor  Light  and  Life,  Sunday-school 
publications. 

P  N.  Peloubet,  D.D.,  Auburndale,  Mass.  Editor  Peloubet's  Select  Notes. 
Author  of  "  The  Front  Line  of  the  Sunday-School  Movement,"  and  other 
books. 

David  C.  Cook,  Elgin,  111.  The  David  C.  Cook  Publishing  Company. 
Editor  of  Sunday-school  publications. 


F.  N.  Pei.ot.-bet,   D.D. 


n.   C.   Cook 


Dciioinlnatioiial  and  Other  Leaders 


347 


C.  G.  Trumbull 


W.   J.   Semelroth 


Charles  Gallaudet  Trumbull,  Philadelphia,  Pa.  Editur  The  Sunday 
School  Times. 

William  J.  Semelroth,  Winona  Lake,  Ind.      Editor    The  World  Evangel. 

Prof  Amos  R.  Wells,  Boston,  Mass.  Editor  Christian  Endeavor  World. 
Author  of  "  Sunday-School  Problems."  "  Studies  in  the  Art  of  Illustration,' 
and  other  books. 

William  T  Ellis,  Wyncote,  Pa.  Religious  editor,  The  Philadelphia  Press. 
Writer  of  Sunday-school  lesson  helps  for  forty  daily  papers  in  different  parts 
of  the  United  States. 


z  "1^ 


\ 


Prcf.  A.  R.  Wells 


W.  T.  Ellis 


Denciitiuatioual  and  Other  .Leaders 


E.  W.  Rice,    D.D. 


Rev.  L.   H.  Sea GAR 


E.  W.  Rice.  D.D.,  Philadelphia,  Pa.  Edftor  and  chairman  Executive 
Committee  of  the  American  Sunday-School  Union.  Editor  Tlie  Sunday- 
School    World. 

Rev.  L.  H.  Seagar,  Cleveland,  Ohio.  Evangelical  Association,  100,000 
communicants.      Editor  Evangelical  Sunday-School  Teaclter. 

Robert  R.  Doherty,  Ph.D.  Associate  editor  Sunday-school  publications 
of  the  Methodist  Episcopal  Church. 

Rev.  James  H.  Garrison,  LL.D.,  St.  Louis,  Mo.  Disciples  of  Christ, 
1,234,000  communicants.     Editor  Tlie  Christian  Evangelist. 


R.  R.  Doherty,  Ph.D. 


J.  H.  Garrison,  LL.D. 


Frontiers,  Old  and  New  349 

Frontiers,  Old  and  New 

W.  G.  PUDDEFOOT,   D.D. 

Field  Secretary  of  the  Congregational  Home  Missionary  Society 

Many  people  think  we  have  no 
more  frontier.  It  would  be  nearer 
the  truth  to  say  we  have  more  fron- 
tiers than  ever.  It  is  true  that  the 
oldest  of  the  frontiers  are  gone, 
where  the  settler  had  to  fight  the 
Indian  while  felling  the  forests. 
Yet  we  have  many  real  frontiers 
left,  one  of  which  I  lately  visited 
and  wiJl  describe, 
w.  G.  Pi'DDEFooT,  D.D.  Last    October    I    left    Minneapolis 

late  in  the  evening  and  awoke  in  the 
morning  at  Duluth.  Soon  after  breakfast  I  began  my 
journey  to  Crookston,  where  I  was  to  speak  that  evening. 
On  my  way  I  passed  a  town  within  seventy-five  miles 
of  the  place  I  wished  to  visit,  but  which  would  not  be 
reached  till  after  two  days'  ride.  Starting  from  Crooks- 
ton  at  3  A.M.  next  day,  I  had  seven  hours'  riding  to 
Winnipeg.  At  5  a.m.  I  saw  five  steam  threshers  at 
work.  It  snowed  heavily  the  day  before,  and  the  stacks 
of  wheat  were  in  some  cases  covered.  The  train  left 
Winnipeg  fifteen  minutes  late,  as  three  carloads  of 
"  lumber  jacks  "  were  going  with  us.  They  had  liquor 
enough  on  board  to  stock  a  saloon,  all  of  which  was 
drunk  by  night,  and  then,  still  thirsty,  they  emptied 
the  water  tanks.  It  began  to  feel  like  frontier  work  for 
certain.  I  had  left  hundreds  of  land  seekers  behind, 
now  we  were  going  through  new  country.  After  trav- 
eling about  two  hundred  miles  eastward  I  found  the 
home  missionary,  —  a  genuine  pioneer  and  the  son  of 
pioneers.  It  was  dark,  and  we  had  to  step  softly  down 
a  steep  bank,  slippery  with  ice  and  snow,  and  were  pad- 
dled across  Rainy  River  in  a  canoe,  International  Falls 
furnishing    the    music.       Here     the     home     missionary 


35°       TJic  Relation  of  the  Sunday-school  to  Missions 

preaches  in  the  largest  saloon  in  town,  kept  by  a  man 
whose  wife  inins  the  temperance  hotel. 

This  field  has  a  hundred  miles  of  frontier,  dense  forests 
in  much  of  it,  the  missionary's  home  some  thirty  or  forty 
miles  from  where  he  met  me.  When  I  asked  him  if  he 
kept  a  horse,  he  smiled  and  said,  "  I  could  not  keep  one 
if  I  had  one,  and  I  could  not  use  one  even  if  I  could 
keep  one.  Why?  I  have  only  nine  miles  of  road;  the 
rest  is  trail.  In  summer  I  can  use  the  river,  btit  in 
winter  it  is  tramp,  tramp,  tramp."  Yes,  tramps  of 
many  miles,  with  the  thermometer  at  60  below  zero  and 
more.  His  post-office  is  in  Canada;  his  people  are 
settlers  from  everywhere.  And  this  is  one  frontier  only 
in  one  state  which  has  a  few  more  to  show.  I  have  a 
letter  from  a  man  in  another  state,  an  Oberlin  scholar, 
who  with  his  wife  are  the  only  English-speaking  people 
in  the  county,  a  whole  county  of  frontiers.  Another 
letter  from  New  Mexico:  "  We  are  twenty  miles  from 
the  railway  and  thirty  from  a  town  with  a  church.  If 
we  could  hear  a  sermon  once  or  twice  a  year  it  would  be 
a  great  blessing."  Here  are  voices  crying  in  the  wilder- 
ness that  the  church  ought  to  listen  to,  and  they  voice  the 
needs  of  many  more. 

And  now  a  word  about  some  other  new  frontiers. 
For  many  years  from  sevent}^  to  eighty  thousand  people 
were  pouring  into  Michigan,  and  as  many  more  into 
Texas  and  the  northwest,  but  these  were  driblets  com- 
pared with  the  newest  frontiers,  with  nearly  a  million  a 
year  settling  largely  in  Pennsylvania,  New  York,  Con- 
necticut, Rhode  Island  and  Massachusetts.  From  the 
East  River  up  to  Broadway  one  may  pass  all  the  fron- 
tiers of  Europe,  China  and  Japan.  As  a  nile,  the 
boundaries  are  as  clear  cut  as  the  banks  of  the  Gulf 
Stream.  Here,  then,  is  the  Church's  opportunity.  If 
we  are  really  in  earnest  about  converting  Europe,  here  is 
the  very  chance.  Instead  of  a  few  m.issionaries  scattered 
among  the  millions  of  Europe,  here  are  some  thousands 
of    Europeans    brought    into    contact  with  millions  of 


Frontiers,  Old  and  Nciv  351 

Christians.  Shall  we  improve  the  oj^portunity?  One 
thing  is  certain,  we  must  lift  them  or  be  lowered  by  them. 

There  are  now  actually  thousands  of  places  where  there 
is  neither  church  or  Sunday-school.  The  Sunday- 
school  can  go  where  the  church  cannot. 

Come  with  me  into  a  typical  frontier  town.  The 
nearest  church  is  eleven  miles  away.  The  settlers  are 
from  everywhere  and  on  the  move  continually.  It 
seemed  like  wasted  work  to  get  a  choir  together  and 
have  it  break  up  in  two  months;  a  good  Sunday-school 
started  and  half  the  teachers  leaving;  but  it  was  the 
best  kind  of  work.  The  church  and  Sunday-school  were 
like  springs  in  a  desert  land  that  saved  travelers'  lives. 
At  times  I  grew  despondent.  Stores  kept  open  on 
Sundays,  and  saloons  were  thick,  and  many  of  the  saloon 
keepers  were  in  office.  The  old  schoolhouse,  as  it  was 
called,  was  but  twelve  years  of  age.  It  was  built  in  the 
forest,  and  yet  in  ten  years  there  were  two  railways 
with  sixteen  daily  trains. 

An  incident  or  two  will  illustrate  the  work.  Let  us 
go  into  a  small  house  where  the  good  woman,  usually  so 
cheerful,  is  in  trouble.  Some  one  had  sent  a  bullet  through 
the  siding  and  struck  the  sewing-machine  while  she  was 
nmning  it.  Before  she  had  time  to  explain,  her  boy 
came  bouncing  in.  "  Ned,  don't  you  see  who  is  here?  " 
The  boy  doffed  his  cap..  "  Say,  Mr.  Puddefoot,  do  you 
know  anything  about  rabbits?  " 

"  Yes,  all  about  them;  lop-eared  and  all  other  kinds." 
From  "  rabbits  "  to  "  reading  "  was  easy,  and  the  result 
was  a  barrel  of  Youth's  Companions  and  similar  litera- 
ture. The  boy  devoured  them.  It  was  a  small  inci- 
dent, but  to-day  the  man  is  principal  of  a  large  high 
school.  Others  who  lived  in  little  shanties  and  houses 
partitioned  like  stables  I  have  found  all  over  the  country. 
Some  are  in  large  mercantile  business,  some  in  banks 
holding  good  positions,  some  teaching  in  normal  schools. 
I  have  found  them  in  Massachusetts,  Connecticut  and 
all  the  way  through  to  California. 


352       The  Relation  of  the  Sunday-school  to  Missions 

Standing  in  that  wild-woods  town  twenty-five  years 
ago,  who  could  have  guessed  at  the  outcome?  Some  of 
the  Sunday-schools  in  the  outlying  districts  were  held 
in  deserted  camps ;  one  over  a  saloon ;  another  in  a  stable, 
the  library  being  kept  in  the  manger.  Now,  think  of  the 
thousands  of  places  in  our  land  to-day  where  there  is 
neither  a  church  nor  a  Sunday-school.  Think  of  the 
awful  loss  through  neglect,  and  think  also  of  the  wonder- 
ful harvest  that  awaits  the  reaper. 


DvKE  Rock  Cottage,  Clifton,   Mass. 
Conference  of  the  Central  Committee,  August  22-25,   1905 


The  Siiiidav-school  and  Home  Missions 


353 


E.  E.  Chivers,  D.D. 


pi}-   by    winnini 


The  Sunday-school  and  Home  Missions 

Rev.  E.  E.   CHIVERS,  D.D. 

Fu-ld  Secretary  Baptist  Home  Missionary  Society 

It  was  a  happy  insjiiration  which 
suggested  as  the  weighty  word  of 
this  great  convention,  and  the  rally- 
ing cry  for  service,  "  Winning  a  gen- 
eration." And  yet  we  need  to  read 
into  that  motto  a  larger  meaning 
than  Appears  upon  the  surface,  if 
we  would  fill  out  the  measure  of 
the  office  and  responsibility  of  the 
Sunday-school  worker. 

That  office  is  not  ftilfillcd,  nor  is 
that  responsibility  discharged  sim- 
souls  to  Christ.  Winning  must  be 
followed  by  training.  Christianity  stands  before  the 
world  with  a  gracious  word  of  invitation  and  a  gen- 
erous promise.  Speaking  in  the  Master's  name  it  echoes 
his  words,  and  says:  "  Go,"  "  Go  ye,"  "  Go  ye  into  all 
the  world  and  preach  the  gospel  to  every  creature." 
The  Master's  loving,  wiiming  word,  "  Come,"  is  my  call 
to  discipleship.  The  Master's  commanding  "  Go  "  is  my 
commission  to  apostleship.  There  is  no  discipleship 
that  does  not  carry  with  it  apostleshi])  of  some  kind. 
The  divine  light  is  kindled  in  my  heart  not  simply  for 
my  enlightenment,  but  that  I  in  turn  may  shed  light 
upon  the  darkened  path  of  some  one  else. 

What  we  need  is  not  simply  the  winning  of  a  genera- 
tion, but  the  enlistment  of  a  generation  in  missionary 
service.  This  is  our  supreme  need,  —  a  generation 
instinct  with  the  missionary  spirit,  pervaded  by  the 
missionary  passion,  responsive  to  the  missionary  motive 
and  seeking  the  attainment  of  the  missionary  end. 
The  Bible  is  a  missionary  book.  Abraham  is  called 
not  for  himself  alone,  but  that  in  him  all  the  millions 
of  earth  should  be  blessed.     Israel  is  chosen  from  among 


354       The  Relation  of  the  Suuday-school  to  Missious 

the  nations,  not  for  its  own  sake,  but  for  the  world's 
sake.  Jewish  particularism  was  with  a  view  to 
Christian  universality. 

Christianity  is  essentially  a  missionary  religion.  I 
have  but  half  apprehended  the  spirit  of  the  Xew  Testa- 
ment, and  have  rendered  but  halfway  obedience  to  my 
Lord,  if  I  content  myself  with  coming  to  him  for  sal- 
vation, and  hesitate  about  going,  in  his  name  and  at 
his  command,  to  the  uttermost  parts  of  the  earth  to 
make  that  salvation  known  to  my  brother  man.  The 
first  impulse  of  the  renewed  heart  is  missionary.  If 
all  organized  missionary  agencies  were  blotted  out  of 
existence  to-day,  the  missionary  enterprise  would  be 
bom  again  to-morrow  in  the  first  truly  regenerated 
and  divinely  enlightened  soul. 

About  a  year  and  a  half  ago  a  gospel  mission  was 
opened  among  the  Crow  tribe  of  Indians  in  Montana. 
There  was  one  man  who  had  in  him  the  instincts  of  a 
leader  and  who  early  became  interested  in  the  mission- 
ar}'  enterprise.  We  were  sure  that  his  face  was  turned 
toward  the  kingdom.  We  invited  the  missionar>^  to 
bring  him  to  our  anniversaries  in  St.  Louis  some  two 
weeks  ago,  with  the  hope  and  prayer  that  under  the 
inspiration  of  that  great  missionary  assembly  his  heart 
might  be  touched  and  he  would  go  home  to  ponder  what 
he  had  seen,  and  to  give  himself  to  Jesus  Christ.  There 
was  a  surprise  in  store  for  us.  The  Lord  answered 
our  prayers  according  to  the  riches  of  his  grace,  and 
when  I  stood  up  to  introduce  this  Crow  Indian,  White 
Arm,  to  the  great  assembly,  it  was  to  introduce  him  as 
ni}^  brother  in  Christ,  and  to  have  him.  through  an 
interpreter  make  his  confession  of  faith  in  Christ  in  the 
presence  of  that  assembly. 

We  went  down  stairs  together.  He  laid  his  hand 
upon  my  shoulder,  and,  calling  me  by  the  name 
which  the  tribe  gave  me  when  they  honored  me  by 
making  me  a  member  of  it,  he  said:  "  You  Jesus  man." 
Pointing  to  himself  he  said:    "  White  Arm  Jesus  man 


The  Siiuday-school  and  Home  Missions         355 

too,"  and  laying  his  hand  on  his  heart  he  said:  "  Heap 
good!  Heap  good!  Heap  good!  "  He  buried  his  face 
in  his  hands,  and  then  he  made  the  movement  of  a  man 
striking  a  match,  and  threw  up  his  hands.  It  was  his 
way  of  saying,  in  the  expressive  sign  language:  "  Whereas 
I  was  blind,  now  I  see."  Then,  putting  up  his  hand, 
he  said,  "  Tepee,"  and  pointed  to  the  north.  I  knew 
he  wanted  to  call  my  attention  to  his  home  in  the  north. 
He  named  his  wife  and  little  child.  He  said:  "  White 
Arm  talk;  Pretty  Shell  [his  wife],  she  come  too." 
There  was  the  normal  impulse  of  the  new  life  in  the  un- 
tutored soul.  Then  he  stretched  out  his  hands  to  an 
Indian  camp,  and  then  in  another  direction  to  another 
camp,  and  then  to  another.  Then  he  made  a  sign 
showing  that  he  wovild  bring  them  all  together.  Then 
he  made  the  sign  of  spreading  out  his  arms  on  a  cross. 
Then  he  said:  "  White  Arm  talk,  talk,  talk."  Then  he 
made  a  sign  of  drawing  in,  and  said,  "  Church,  church." 
Could  anything  have  been  more  beautifully  expressive 
of  the  imrestrained  working  of  the  new  life  in  a  soul, 
taught  alone  of  the  Spirit  of  the  living  God? 

There  is  a  practical  heresy  in  otir  churches  to-day 
which,  to  my  way  of  thinking,  involves  even  larger  harm 
than  many  theoretical  heresies  which  we  decry ;  and 
that  is  the  heresy  which  leads  men  to  lose  all  sight  and 
sense  of  responsibility  for  personal  ser\'ice  and  to  rele- 
gate it  to  some  one  else.  An  elder  in  a  southern  church, 
thev  say,  when  his  pastor  called  on  him  to  pray,  refused, 
saving:  "  That  is  what  we  hire  you  for."  Many  in 
our  churches,  though  they  might  not  express  themselves 
in  such  bltmt  fashion,  shape  their  lives  much  as  did 
that  elder.  We  need  to  bring  clearly  before  the  minds 
of  our  people  what  the  Chvirch  of  the  Lord  Jesus  Christ 
stands  for.  It  is  set  in  the  world  to  do  precisely  what 
Christ  came  to  do,  viz.,  to  reveal  God  to  men,  and  to 
redeem  men  vmto  God.  That  is  its  business.  And 
we  need  to  cultivate  a  clearly  definite  sense  of  personal 
responsibility  in  its  doing. 


356       The  Relation  of  the  Simday-school  to  Missions 

I  stand  before  you  as  the  representative  of  a  society 
that  is  engaged  in  the  evangelization  of  the  home  land. 
I  plead  for  world-wide  evangelization ;  but  in  that  plea 
I  include  the  home  land.  Neighborhood,  according 
to  Christ's  definition  of  it,  is  not  a  geographical  term. 
Wherever  in  the  wide  world  there  is  a  human  being 
whom  I  can  reach  with  the  utmost  exertion  of  my  com- 
passion and  help,  there  is  my  neighbor.  Given  on  the 
one  side  human  need,  and  on  the  other  side  ability 
to  help,  and  you  have  the  claim  of  neighborhood  that 
cannot  be  rightfully  set  aside. 

There  are  conditions  with  us  which  make  missionary 
activity  an  urgent  and  imperious  necessity.  There  is 
an  incoming  tide  of  immigration  —  over  one  million 
aliens  landed  on  the  shores  of  the  United  States  last 
year.  Travel  through  New  England,  the  home  of  the 
Puritan  and  Pilgrim,  the  home  of  missionary  societies, 
that  has  given  unstintingly  of  her  life  blood,  of  her  sons 
and  her  daughters  and  her  treasure,  for  the  evangeliza- 
tion of  home  and  foreign  lands,  and  you  will  find  her 
confronted  by  the  most  perplexing  and  complicated 
problem  with  which  she  has  ever  had  to  deal  in  all 
her  history.  Go  into  the  congested  tenement-house 
quarter  of  any  of  our  great  cities;  travel,  as  I  have 
traveled,  the  great  prairie  wheatfields  of  the  north- 
west; go  into  the  mining  camps,  and  into  the  sparsely 
settled  frontier  regions,  and  I  will  find  you  conditions 
that  make  evangelistic  work  an  urgent  and  crying 
necessity. 

In  this  matter  of  quickening  the  missionary  spirit 
and  raising  up  a  missionary  generation,  our  Sunday- 
school  workers  have  a  most  important  mission.  In  the 
first  place,  they  need  to  set  definitely  before  their  minds 
the  missionary  idea,  and  to  realize  that  they  are  set  in 
the  Sunday-school  teacher's  chair,  not  simply  to  win  the 
scholars  to  Christ,  but  to  develop  in  those  scholars 
likeness  to  Christ,  and  to  send  them  out  along  lines  of 
beneficent  ministry  for  Christ. 


The  Sunday-school  and  Home  Missions         357 

In  the  next  place,  they  can  give  prominence  in  their 
teaching  to  the  missionary  idea.  I  said  a  few  moments 
ago  that  the  Bible  is  a  missionary  book,  and  I  fail  to 
understand  how  teachers  can  address  themselves  to 
the  interpretation  and  exposition  of  divine  truth  with- 
out being  called  upon  continually  to  enforce  the  mis- 
sionary idea.  All  the  great  and  distinctive  doctrines 
of  the  Christian  faith  imply  missions.  There  is  not 
one  of  the  cardinal  and  distinctive  doctrines  of  the 
Christian  faith  which,  rightly  interpreted,  has  not  in  it 
the  note  of  universality,  and  which  does  not  impose 
upon  us  the  obligation  to  tell  the  gospel  of  the  grace 
of  God  to  every  creature.  Give  prominence,  then,  in 
teaching  to  the   missionary  idea. 

In  the  next  place,  cultivate  the  habit  of  illustrating 
Christian  truth  by  facts  and  incidents  drawn  from  the 
mission  field.  You  will  search  in  vain  for  illustra- 
tions of  Scripture  truth  that  are  more  telling  and  that  v/ill 
make  a  more  definite  impression  upon  the  minds  of  the 
scholars.  Take  that  gracious  invitation:  "  Come  tinto 
me,  all  ye  that  labour  and  are  heavy  laden,  and  I  will  give 
you  rest."  Let  me  have  a  few  boys  and  girls  before  me 
while  I  tell  them  this  story  of  the  beginning  of  mis- 
sionary work  among  the  Kiowa  Indians  in  Oklahoma. 
A  missionary  came  among  that  tribe  and  through  an 
interpreter  preached  to  them  from  that  text.  There 
was  an  Indian  woman  whose  heart  was  strangely  stirred 
as  she  heard.  The  word  "  rest  "  kept  ringing  in  her 
ears  and  sounding  in  her  heart,  and  at  the  close  of 
the  service  she  came  up  to  the  missionary',  and  said, 
"  Sir,  did  you  say  that  this  Jesus  about  whom  you 
were  talking  could  give  rest?"  The  missionary,  en- 
couraged in  heart,  said,  "  Yes,  he  can  give  rest."  "  Do 
you  think  he  can  give  me  rest?"  And  then  the  poor 
woman  told  of  the  sorrows  of  her  life,  how  the  messenger 
of  death  had  come  into  her  tepee  and  taken  away  first 
one  child  and  then  another,  until  she  had  been  left 
desolate.     She   showed   her  hands,    from   which   joints 


358      The  Relation  of  the  Sundays ehool  to  Missions 

of  her  fingers  had  been  chopped  away  as  signs  of  mourn- 
ing. 

As  she  told  her  tale  she  lifted  up  her  mutilated  hands, 
and  with  the  tears  streaming  down  her  cheeks,  she  said  : 
"  Do  you  think  he  could  give  me  rest?"  The  mis- 
sionary told  her  the  story  of  Jesus;  and  the  old  woman 
opened  her  heart  to  receive  it,  and  she  knew  the  mean- 
ing of  the  word  "  rest."  I  have  been  in  her  home;  I 
have  broken  bread  at  her  table ;  I  have  taken  the  com- 
munion at  the  hands  of  her  husband,  to-day  a  deacon 
in  one  of  our  churches  in  Oklahoma.  Don't  you  think 
I  could  interest  a  Sunday-school  with  that  sidelight  on 
that  familiar  topic,  "  Come  unto  me,  all  3'e  that  labom-  and 
are  heavy  laden,  and  I  will  give  you  rest  "?  Missionary 
literature  abounds  with  thrilling  incidents  that  would 
illustrate  almost  every  phase  of  Christian  experience 
that  is  narrated  to  us  in  God's  Word.  Cultivate,  then, 
acquaintance  with  missionary  literature  that  you  may 
avail  yourselves  of  illustrations  for  the  enforcement  of 
Christian  truth  and  the  quickening  of  the  missionary 
spirit. 

I  must  stop  with  these  words:  Cultivate  the  habit  of 
missionary  giving  among  the  children,  and  do  what  you 
can  to  circulate  missionary  literature  among  them. 
My  interest  in  missions  was  kindled,  when  I  was  but  a 
little  bo}',  by  the  reading  of  the  Halfpenny  Missionary 
Magazine,  published  in  Leicester,  England.  I  shall  never 
forget  it.  On  the  mantel  shelf  in  my  father's  house 
^there  was  a  good-sized  box  with  letters  on  it  more 
than  an  inch  long,  "  Missions."  Each  Lord's  Day,  as 
we  came  to  the  table,  the  box  was  passed  around,  and 
father  and  mother  and  sister  and  brother  made  their 
offerings  for  missions.  We  no  more  thought  of  going 
to  church  without  that  than  without  our  breakfast. 
Christian  teachers,  you  have  opportunities  along  these 
lines  for  the  quickening  of  the  missionary  spirit  and  for 
the  raising  up  of  a  generation  of  trained  workers  for 
Jesus  Christ. 


.4  Pica  for  Egypt 


359 


Chauncev  Murch 


A  Plea  for  Egypt 

Rev.    CHAUNCEY   MURCH,  Missionary,  Luxor,   Egypt 

V"  Luxor    is    situated    on    the    river 

Nile,  six  hundred  miles  from  its 
mouth  at  the  Mediterranean,  on 
the  ruins  of  ancient  Thebes,  that 
for  about  nine  hundred  years,  dur- 
ing the  period  of  Egypt's  greatest 
power  and  glory,  was  one  of  her 
chief  capitals.  Our  humble  quar- 
ters stand  on  the  precipitous  eastern 
shore  of  the  river,  not  farther  away 
than  the  front  door  of  this  building. 
But  while  we  are  so  near,  yet  we 
are  so  far  away  that  a  great  many  travelers  from  Euro- 
pean countries  and  from  this  side  fail  to  see  us. 

My  dear  friends,  I  wish  \^ou  all  knew  as  the  missionary 
does  the  condition  of  the  people  of  the  lands  \^onder. 
Many  Christian  travelers  go  to  Egypt,  as  they  do  to 
other  countries  in  which  missionaries  are  engaged,  and 
they  come  away  knowing  nothing  about  our  two  hun- 
dred mission  stations  scattered  all  the  way  up  and 
doA\Ti  the  valley  of  the  Nile  from  the  first  cataract  to 
the  Mediterranean  Sea,  or  of  the  work  that  goes  on  in 
the  homes  of  poor  women  who  are  secluded,  or  of  our 
great  medical  work  carried  on  in  two  well-equipped 
hospitals,  where  hundreds  come  daily  to  receive  treat- 
ment for  the  body. 

These  people  with  whom  we  have  to  deal  are  the 
product  of  thousands  of  years  of  heathenism,  with  Chris- 
tianity coming  in  in  the  centuries  that  intervened,  —  the 
land  of  Egypt  having  been  won  nominally  to  Christ,  — 
and  then  came  centuries  of  Mohammedan  rule.  And 
there  we  have  the  thousands,  yea,  the  millions  of  Egypt 
that  spiritually  know  not  their  right  hand  from  their 
left,  steeped  in  the  grossest  ignorance  and  superstition. 


360      TJic  Relation  of  the  Sunday-school  to  Missions 

And   yet    these,    degraded,    ignorant,    and   superstitious 
as  they  are,  may  be  brought  to  Christ. 

Let  me  tell  you  one  incident  that  comes  to  my  mind: 
We  once  picked  up  a  black  boy  whose  father  and  mother 
had  come  from  central  Africa  as  slaves.  His  name 
was  Sherif,  an  Arabic  word  meaning  "  honor  "  or 
"  honorable."  This  poor  boy,  black  as  night,  had 
never  had  any  one  take  an}'  interest  in  his  soul.  I 
found  after  some  time  that  he  was  interested  in  know- 
ing what  we  believed,  and  in  seeing  what  we  endeavored 
to  practice.  And  several  times  I  had  conversation 
with  him  on  the  subject  of  matters  of  duty  and  right 
toward  men  and  toward  God,  especially  about  cursing 
and  lying.  Finalh"  he  told  me  one  evening  that  he 
had  quit  cursmg.  He  had  no  more  difficulty  about  that. 
He  could  go  to  market,  and  there  thty  cursed  him  as 
he  made  purchases,  and  he  did  not  curse  back,  no 
matter  what  they  said.  And  said  I:  "  Well,  Sherif, 
how  about  lying?  "  "  Well,"  said  he,  "I  have  been 
doing  the  best  I  can.  I  have  been  trying  to  quit." 
"  Haven't  you  quit?  "  "  Well,  pretty  near.  I  won't 
lie  now  unless  I  am  cornered." 

Sherif 's  mother,  in  the  year  1895,  "^^''^•s  hastily  snatched 
away  by  cholera.  It  was  not  until  six  months  after 
her  death  that  he  was  known  as  a  Christian ;  and  he 
said  that  his  greatest  regret  in  regard  to  his  mother  was 
that  he  had  not  told  her  before  she  died  that  he  had  seen 
the  light.  And  since  Sherif  became  a  Christian  he  has 
indeed  been  a  man  of  honor,  a  boy  honorable  in  his 
life.  And  in  Sherif  we  see  the  light  of  a  jewel  shining 
forth  even  though  enclosed,  as  it  is,  in  a  black,  black 
casket. 

Egypt,  a  little  country,  has  a  population  of  ten  mil- 
lions of  people.  There  are  twelve  thousand  square 
miles,  nearly,  in  that  country;  four  thousand  the  valley 
of  the  Nile,  eight  thousand  its  delta,  twelve  thousand 
in  all,  with  a  population  of  twelve  millions  of  people. 
More  than  nine  tenths  of  the  population  of  Egypt  are 


.4  Pk-a  for  Egypt  361 

Mohammedans.  The  Mohammedans  are  not  like  pagans 
who  simply  know  nothing  of  Christ ;  they  know  a  good 
deal  of  him,  and  they  know  what  we  claim  in  regard  to 
him.  It  is  our  work  to  bring  these  people  to  Christ. 
A  great  deal  of  the  Koran  has  been  taken  especially 
from  the  Old  Testament  Scriptures.  In  fact,  some  one 
has  said  of  it  that  it  was  an  Arabic  version  of  the  Hebrew 
Scriptures.  They  accept  Christ  as  a  great  prophet, 
the  greatest  of  all  the  prophets  with  the  exception  of 
Mohammed,  and  yet  they  deny  his  divine  character 
and  mission. 

Among  the  duties  required  of  them  there  is  the  duty 
of  prayer,  and  a  great  many  of  them  pray  often;  but 
these  are  prayers  that  can  only  be  engaged  in  by  those 
that  have  some  degree  of  understanding  and  education. 
For  the  poor  man  who  makes  a  failure  in  the  proper 
pronunciation  of  words,  or  in  having  performed  all  things 
required,  or  in  having  gone  through  the  proper  gesticu- 
lations, his  prayer  is  all  thereby  rendered  void,  even 
though  he  be  unconscious  of  it.  He  may  pray  in  noth- 
ing but  the  Arabic  language,  even  though  it  be  not  his 
mother  tongue. 

Education  is  given  to  perhaps  ten  per  cent  of  the 
boys, —  they  are  taught  to  read  and  write  a  little,  and 
to  pray  in  this  Arabic  language.  But  ninety  per  cent 
of  the  boys  remain  in  the  streets.  And  one  hundred 
per  cent  of  the  girls  are  in  the  streets,  never  taught  to 
read,  write  or  pray.  Egypt  is  a  purely  Mohammedan 
country.  It  is  there  they  have  their  greatest  univer- 
sity, the  university  known  as  El  Hassan,  with  ten 
thousand  students  coming  from  all  parts  of  the  Moham- 
medan world,  a  very  hotbed  of  fanaticism  and  igno- 
rance, where  we   may  say  ignorance  is  actually  taught. 

Egypt,  with  all  her  ignorance,  with  all  her  supersti- 
tion, with  all  her  fanaticism,  is  the  most  tolerant  of  all 
the  nations  of  the  East.  And  there,  although  a  Moham- 
medan who  becomes  a  Christian  suffers  everything  but 
death,  in  his  life  he  is  protected,  and  in  all  other  parts 


362      The  Rclaiioii  of  ilic  Sunday-school  to  Missions 

of  the  Turkish  empire  that  is  not  true.  To  profess 
Christianity  in  Turkey  would  mean  to  die.  In  Egypt 
they  cannot  be  put  to  death.  And  seeing  what  we  have 
seen,  we  are  convinced  that  God  will  hasten  forward 
the  time  when  hundreds  and  thovisands  of  these  people 
shall  come  to  Christ.  In  Egypt,  there  are  hundreds 
upon  hundreds  of  mosques,  Mohammedan  places  of 
worship,  that  have. been  built  upon  the  ruins  of  Chris- 
tian places  of  worship.  This  state  of  a.*Tairs  cannot 
continue.  The  time  will  come  when  these  shall  be 
regained  for  Christ. 

At  Alexandria,  the  great  seaport  of  Egypt,  on  its 
eastern  side,  the  desert  sands  are  crowded  up  against 
the  very  cit}-.  Some  years  ago  some  merchants  of  that 
city  determined  to  make  their  residence  on  that  desert 
sand.  They  named  the  place  by  the  Arabic  word  for 
sand,  Ramileh.  And  there,  by  bringing  the  water  to  it, 
the  desert  was  reclaimed.  And  our  great  foreign 
missions  have  given  us  a  sanatorium  in  this  beautifuj. 
suburb  of  Alexandria,  where,  for  a  time  during  even^ 
summer,  we  may  retire  for  rest.  Standing  on  the  ver- 
anda of  the  place  at  Ramleh  we  looked  out  on  beau- 
tiful gardens  reclaimed  from  the  sand,  where  grow 
to-day  the  flowers  of  every  clime,  overshadowed  by  the 
beautiful  palm  —  Egypt's  own  palm. 

But  just  outside  these  gardens,  there  is  a  desert. 
Here,  between  two  beautiful  gardens,  apiece  of  desert  is 
seen  just  as  it  was  originally.  On  one  hand,  the  desert 
has  been  made  to  blossom  as  the  rose;  on  the  other,  it 
remains  there,  barren  and  bleak.  The  moral  picture 
is  eqvialh^  a  desert.  But  the  river  of  God,  my  friends, 
may  be  let  in  upon  it,  and  the  beautiful  flowers  of 
heaven  may  appear.  Overshadowed  by  Christ,  our 
Lord  and  Saviour,  the  moral  desert  shall  blossom  as  the 
rose  —  Egypt  shall  be  won  for  Christ. 


The  Third  Deliverance  of  Ishmael 


363 


Archibald  Forder 


The   Relation    of    the    Sunday-school    to    the    Third 
Deliverance    of   Ishmael 

Rev.  ARCHIBALD  FORDER,   Jerusalem,   Palestine 
r  ::'  '      :■     a  Missionary  among  the  Ishmoi-litcs 

My  purpose  at  this  time  is  to  put 
before  you  the  need  of  one  of  the 
most  interesting  and  neglected  peo- 
ples of  the  earth ;  people  who  in 
the  Bible  are  called  Ishmaelites,  and 
who  in  these  later  days  are  known 
to  young  and  old  alike  as  the  Arabs. 
It  comes  as  a  ^ifreat  surprise  to  the 
majority  of  people  to  know  that 
the  Ishniaelites  as  a  nation  exist 
to-day,  and  the  question  is  ofttimes 
asked.  "  Who  and  what  are  the 
Ishmaelites? 

First,  let  me  say  that  the  Ishmaelites  are  one  of  the  most 
remarkable  and  visible  testimonies  to  the  authenticity 
of  God's  Word.  Four  times  over  in  Scripture  it  was  pre- 
dicted that  they  should  become  a  great  nation  (Genesis 
16:10.  17:20,  21:13,  ^^d  18).  These  four  scriptures  are 
fulfilled  to-day  in  a  race  of  people  numbering  thirteen 
million,  the  direct  descendants  of  Ishmael,  the  son  of 
Abraham  and  his  bondservant  Hagar.  The  Ishmaelites 
are  a  people  entirely  free  from  the  knowledge  and  use 
of  intoxicating  liquors,  consequently  moral  impurity, 
lunacy,  suicide,  and  the  many  crimes  and  evils  so  com- 
mon in  civilized  lands  are  unknown  in  their  land. 

The  Ishmaelites  as  a  nation  have  an  unshaken  belief 
in  the  unity  of  (jod,  who  made  the  heavens  and  the 
earth,  and  from  the  cr  mmencement  of  time  has  ordered 
the  affairs  of  men  and  ruled  the  universe.  The  last,  but 
not  least  interesting  fact  about  the  Ishmaelites  is  that 
they  are  in  these  days  exactly  what  Jeremiah  says  in 
49:  31,"  Dwellers  alone."  Their  style  of  life  is  that  of 
the  patriarchs  thousands  of  vears  ago.      Much  of  their 


364      The  Relation  of  the  Simday-school  to  Missions 

every-day  and  social  life  is  ruled  according  to  the  Mosaic 
law.  The  Arab  prays  five  times  daily  —  at  daybreak, 
noon,  late  afternoon,  sunset,  and  two  hours  later.  In 
four  or  five  positions  the  prayers  are  repeated  by  abovit 
eighty  per  cent  of  the  people.     This  is  what  they  say: 

"  In  the  name  of  God,  the  merciful  and  the  compas- 
sionate, the  Maker  of  the  heavens  and  the  earth,  the 
King  of  the  day  of  judgment,  I  beseech  that  thou  wilt 
lead  me  in  the  straight  and  true  way;  in  the  way  that 
leads  direct  to  thyself,  without  turning  to  the  right 
hand  or  to  the  left.     Amen." 

As  a  people  they  are  totally  unacquainted  with  steam 
locomotion,  telegraphy,  postal  system,  newspapers,  or 
any  of  the  outside  things  so  common  to  civilization. 
These  interesting  people  are  one  of  the  few  remaining 
nations  of  the  earth  that  have  not  yet  been  touched  by 
the  influences  of  the  gospel,  and  it  is  because  of  this 
reason  I  would  plead  for  them  this  evening.  There 
have  been  two  periods  in  the  history  of  the  Arabs,  to  use 
the  up-to-date  term  for  them,  when  remarkable  deliver- 
ances were  worked  out  for  them  in  order  that  Scripture 
might  be  sustained  and  fulfilled. 

The  first  deliverance  took  place  early  in  the  life  of  the 
founder  of  the  nation,  when  God  opened  the  eyes  of 
Hagar  "  and  she  saw  a  well  of  water;  and  she  went,  and 
filled  the  bottle  with  water,  and  gave  the  lad  drink.  And 
God  was  with  the  lad ;  and  he  grew,  and  dwelt  in  the 
wilderness,  and  became  an  archer."  This  deliverance 
was  worked  out  because  fromi  Ishmael  there  was  to  come 
a  great  nation  to  fulfill  the  promises  quoted  before. 

The  second  deliverance  was  worked  out  thirty  centu- 
ries later,  when  the  Arabs  as  a  nation  were  steeped  in 
heathendom  and  idolatry;  for,  hundreds  of  years  before, 
they  had  forsaken  the  God  of  Abraham,  and,  instead  of 
worshiping  Jehovah,  were  worshiping  things  that  he 
had  made,  such  as  the  sun,  the  moon  and  the  stars,  and 
fires  which  were  kept  burning  continually  in  their  homes 
on  small  altars.     Isaiah,   in  chapter  42,  verses   11  and 


The  Third  Deliverance  of  Lshmael  3^5 

12,  foretold  the  time  when  these  people  should  come 
back  to  the  knowledge  and  worship  of  Jehovah,  dis- 
tinctly speaking  of  the  two  sections  of  the  Arab  race, 
namely,  the  nomadic,  and  the  "dwellers  in  the  city." 
This  prediction  was  fulfilled  by  the  preaching  of  Mo- 
hammed, who,  thirteen  hundred  years  ago,  preached 
what  little  he  had  gathered  from  a  few  Roman  Catholic 
monks  about  God  to  his  people,  and  before  he  died  they 
had  given  over  idolatry,  and  were  brought  back  once 
more  to  a  knowledge  and  worship  of  Jehovah.  And 
now,  for  thirteen  hundred  years  they  have  had  no  creed 
but  this:  "  There  is  no  God  but  God,  and  Mohammed 
is  his  prophet." 

There  yet  remains  the  third  deliverance  for  this  inter- 
esting people,  —  their  salvation  through  the  Atonement 
made  by  Jesus  Christ  on  Calvary.  When  Mohammed  died 
he  left  the  Arabs  with  a  religious  system  with  numerous 
and  exacting  requirements;  but  in  it  he  made  no  pro- 
vision for  salvation  from  sin,  or  the  certainty  of  eternal 
life.  Consequently,  when  these  people  die  they  have  no 
hope  for  the  future,  comforting  themselves  with  the  assur- 
ance that  "  God  is  merciful,"  and  what  he  has  decreed 
must  come  to  pass,  whether  it  be  paradise  or  hell. 

It  remains  for  the  Church  of  Christ,  as  a  whole,  to  bring 
about  this  third  deliverance  of  the  Ishmaelites.  In 
Isaiah  60,  in  verses  5  and  7,  it  is  foretold  that  these  peo- 
ple, mentioned  under  different  names,  shall  participate  in 
the  blessings  of  the  gospel;  and  in  Psalm  72,  verses  8,  9 
and  10,  it  is  very  distinctly  stated  that  Christ  shall  have 
dominion  in  the  land  of  the  Arab,  and  that  the  Arab 
shall  owTi  allegiance  to  him.  Christ's  own  words  in  Luke 
4:  t8  might  well  be  applied  to  the  down-trodden,  neg- 
lected women  of  Arabia,  for  they  indeed  are  poor, 
broken-hearted  captives,  blind  and  bound.  But  until 
the  gospel  has  been  preached  to  these  people,  the  above 
predictions  cannot  be  fulfilled. 

The  message  of  John  the  Baptist  according  to  the 
Greek  translation  has  not  yet  been  heeded,   although 


366       The  Relation  of  the  Sunday-school  to  Missions 

two  thousand  j'-ears  have  passed  since  he  uttered  the 
memorable  words:  "  In  the  desert  prepare  ye  the  way 
of  the  Lord."  In  almost  every  other  part  of  the  known 
world  missionaries  of  one  denomination  or  another  have 
gone  forth  to  preach  the  gospel,  everywhere  meeting  with 
success;  heathen  nations,  peoples  and  tribes  for  centuries 
long  steeped  in  idolati^ous  practices  and  superstitious 
beliefs,  casting  them  all  on  one  side  and  accepting  the 
salvation  provided  by  God  through  Jesus  Christ. 

But  Arabia  yet  waits  the  advent  of  the  missionary, 
for  until  within  recent  years  no  attempts  have  been 
made  to  enter  that  country  with  the  gospel.  By  the 
distribution  of  the  Scriptures,  preaching  of  the  gospel, 
the  prayers  and  sacrifices  of  God's  own  people,  his  great 
work  can  and  must  be  accomplished;  and  it  behooves 
every  vSunday-school  delegate  as  well  as  preachers  and 
missionaries  of  the  gospel  to  do  their  utmost  to  bring 
about  this  third  deliverance  of  the  Arab  nation.  Speak- 
ing for  myself  after  thirteen  years'  experience  among 
these  people,  full  of  encouragement,  trying  experiences, 
hardships,  and  fatigue,  I  cannot  stand  off  and  refuse  to 
help. 

Five  days  from  this  meeting  I  shall  be  on  board  ship 
on  my  way  back  to  what  I  have  made  my  life's  work, 
namely,  the  evangelization  of  the  Arab,  for 

Of  the  world's  pages  one  is  yet  unread. 

One  land  still  waits  the  j-iioneer's  tread. 
'Tis  Arabia,  home  of  steed  and  palm, 

With  millions  waiting  yet  the  gospel's  healing  balm. 

So  dim  longings  draw  me  on,  and  point  my  path 
To  Eastern  shores,  to  Kedar's  m3^stic  land, — 
The  cradle  of  Islam. 


Our  Duty  to   Yomig  Japan  367 

The  Duty  of  Young  America  to  Young  Japan 

JAMES   A.   B.  SCHERER,   Ph.D. 
President  of  Newberry  College,  Xewberry,  S.  C. 

£«£;=«  I  SPEAK  in  behalf  of  Japan.  It  is 
only  a  little  country,  filled  with 
forty  millions  of  little  brown  people, 
but  it  is  the  cynosure  of  the  eyes  of 
all  nations.  In  1854  Commodore 
Perrv  opened  it,  a  veritable  box  of 
curios  for  the  western  world,  whose 
curiosity  for  its  contents  has  seeined 
insatiable. 

In  1894  curiosity  deepened  into 
J.  A.  B.  ScHERKR,  Ph.D.  wonder,  when  this  little  b<jw-shaped 
country  suddenly  pierced  the  rusty 
mail  of  China  with  the  swift,  sharp  arrow  of  war,  and 
made  that  dozing  giant  rub  his  eyes.  In  1904  wonder 
became  amazement,  as  Japan  undertook  to  celebrate 
her  fiftieth  jubilee  of  enfranchisement  among  the  nations 
by  a  doughty  wrestling  match  v.'ith  the  colossal  Slav,  — 
a  pygmy  gone  out  against  a  giant.  And  to-day  the 
world  can  find  no  words  for  its  wonder,  as  it  sees  the 
supposedly  strongest  power  in  Europe,  with  more  than 
fifty  times  the  territory  of  Japan,  and  three  times  her 
population,  humbled  to  the  dust  by  a  Lilliputian  power 
which  but  yesterday  wore  grotesque  iron-mask  helmets 
to  frighten  the  enem.y,  chain  and  lacquer  anrtor  to  turn 
his  blows,  and  went  into  battle  under  the  leadership  of 
a  general  with  a  fan  in  his  hand.  It  is  the  wonder  of 
the  world. 

japan  is  destined  henceforward  to  have  commanding 
influence  in  molding  the  great  Eastern  world.  Take 
China,  for  example,  vast  China,  comprising  four  mil- 
lions of  square  miles  and  four  hundred  millions  of  souls. 
That  is  to  say,  the  country  is  one  third  larger  than 
Europe,  and  comprises  a  third  of  the  population  of  the 
globe.     -45  Japan  kads,  China  iL'tll  folloiv.     How  do  I 


368      The  Relation  of  the  Sunday-school  to  Missions 

know  that  ?  Because  I  know  that  it  is  the  fashion  nowa- 
days for  Chinese  of  all  ranks  and  professions  to  go  to 
Japan  if  they  want  to  learn  anything,  as  the  Xorth  China 
Herald  says.  Because  I  know  that  even  before  this  war 
broke  out,  which  has  vastly  increased  the  prestige  of 
Japan  in  China,  there  were  1,500  Chinese  students  in 
the  schools  of  Japan,  including  200  non-commissioned 
officers  undergoing  military  training  in  Tokio ;  because 
a  Japanese  has  displaced  the  aged  president  of  the 
University  of  Peking,  and  the  Chinese  government  has 
engaged  a  Japanese  adviser  on  international  law,  to- 
gether with  Japanese  scholars  for  the  compilation  of  a 
new  code,  while  Japanese  educators  are  being  introduced 
throtighout  the  whole  country. 

The  blow  which  Japan  struck  at  China  ten  years  ago 
was  not  a  death-blow,  nor  even  a  blow  that  wounded, 
but  rather  a  blow  of  awakening.  China  has  been  sleeping 
for  two  thousand  years,  but  China  is  awakening  to-day. 
Whether  the  "  yellow  peril  "  shall  prove  to  be  a  mere 
myth  of  the  "  yellow  press  "  or  a  reality  too  terriVjle  to 
contemplate,  depends  chiefly  on  the  kind  of  leadership 
China  shall  receive  from  Japan. 

Here  is  what  a  leading  professor  in  the  great  univer- 
sity at  Tokio  thinks  that  Japan's  leadership  ought  to 
be:  "  We  shall  go  to  China,  in  fact  we  are  already 
there,  with  a  harmonious  blending  of  the  best  pre- 
cepts in  Buddhism,  Confucianism,  Bushido,  Brahman- 
ism,  Herbert  Spencer,  Christianity  and  other  systems 
of  thought,  and  we  shall,  I  think,  have  little  trouble  in 
awakening  the  naturally  agnostic  mind  of  the  Chinese 
to  the  enlightenment  of  m.odern  free  thought.  We 
confidently  believe  that  it  has  been  assigned  to  Japan  to 
lead  the  world  in  this  new  intellectual  era  in  the  progress 
of  mankind."  Marquis  Ito,  the  greatest  of  Japanese 
statesmen,  declares,  "  I  myself  look  to  science,  knowl- 
edge, culture,  as  a  sufficient  religion."  But  is  it  proving 
to  be  sufficient?  The  minister  for  education  recently 
confessed  that  the  young  men  of  Japan  are  now  on  a 


Our  Duty  to   Young  Japan  369 

lower  moral  plane   than   were   the   young  men  of   the 
preceding  generation. 

In  a  book  I  have  called  attention  to  five  noble  quali- 
ties of  Japanese  character, — bravery,  loyalty,  alertness, 
thoroughness  and  self-control.  To  the  superficial, 
this  might  seem  to  be  a  sufficient  moral  equipment  for 
any  nation.  But  what  is  bravery  worth  without  purity? 
What  value  has  loyalty  without  honesty?  The  in- 
tellect must  not  only  be  alert  and  thorough,  it  must 
also  be  sincere.  The  will  must  learn  not  only  self- 
control,  it  must  also  learn  self -reverence.  The  two 
cancers  at  the  core  of  the  Japanese  character  are  deep- 
set  dishonesty  and  abandoned  impurity;  either  would 
be  sufficient  to  wreck  the  life  of  any  nation.  I^et  it 
not  be  said  that  this  is  the  prejudiced  opinion  of  an 
tmsympathetic  outsider.  A  Japanese  jotimalist  re- 
cently confessed:  "  Otxr  coimtrymen  have  earned  an 
unenviable  reputation  of  being  the  most  untrustworthy 
people  on  earth."  and  admitted  that  they  had  earned 
it  justh-.  As  for  the  other,  Japan  is  the  only  civilized 
government  that  deals  in  licensed  prostitution  as  a 
source  of  revenue,  and  tolerates  the  sale  of  young  girls 
by  their  parents  under  guise  of  a  regard  for  filial  piety. 

Between  the  years  of  1892  and  1897  I  taught  in  a 
Japanese  government  school.  Naturally  there  came 
to  me  opportunities  of  discerning  the  inner  thought 
of  "  young  Japan."  One  day,  for  example,  I  gave  to 
a  class  of  seniors  this  subject  for  their  essay:  "The 
Noblest  Deed  I  ever  heard  of."  I  wanted  to  learn 
what  their  ideals  are ;  what  things  they  do  really  esteem 
as  noble  and  good  and  true.  The  China-Japan  war 
had  just  closed.  It  will  be  remembered  that  one  of 
the  last  incidents  of  that  war  was  the  seizure  by  the 
Japanese  navy  of  the  Chinese  fleet,  which  had  been 
under  the  command  of  Admiral  Ting.  Now,  the  better 
classes  of  Chinese  and  Japanese  have  the  same  ultimate 
basis  of  pagan  morality,  namely,  Confucianism.  Con- 
fucianism mav  be  said  to  have  only  one  article  in  its 


37°      The  Relation  of  the  S^inday-school  to  Missions 

creed,  —  filialism,  —  which  it  extends  and  applies  lo 
the  state.  It  teaches  that  a  man's  highest  duty  is  to 
his  ruler,  above  wife,  above  children,  above  father 
and  mother,  above  right,  and  even  above  the  Almighty. 
Therefore,  when  Admiral  Ting's  fleet  was  surrounded, 
he  surrendered  it  promptly  enough.  But  he  felt  that 
it  would  be  a  supreme  disgrace  to  his  Majesty  the 
Emperor  of  China  to  have  one  of  his  highest  officials. 
Ting  himself,  fall  into  the  hands  of  the  foe.  Ting  there- 
fore killed   himself  out  of  respect  for  his  emperor. 

What  would  have  been  the  feelings  of  the  North  for 
Robert  E.  Lee,  if,  at  Appomattox,  rather  than  share 
the  fate  of  the  gallant  men  he  had  surrended,  he  had 
committed  suicide  from  a  sense  of  devoted  patriotism? 
Instead  of  admiring  him  for  the  unsullied  hero  and 
knightly  character  that  he  was.  North  and  South  alike 
would  have  despised  him.  And  yet  nine  out  of  ten  of 
my  Japanese  schoolboys  wrote  of  the  sviicide  of  Admiral 
Ting  as  the  noblest  deed  of  which  they  had  ever  heard. 
So  great  is  the  chasm  that  separates  between  pagan  and 
Christian  morality,  even  when  the  pagan  land  is  equal 
in  the  material  aspects  of  civilization  to  ourselves. 

The  Japanese  sj'^stem  of  ethics  teaches  that,  next  to 
the  state,  one  owes  his  duty  to  his  parents.  That  has 
a  pleasant  enough  sound;  Japanese  filial  piety  is  a  very 
attractive  phrase  indeed.  But  here  is  an  illustration 
of  what  it  sometimes  means  in  practice.  Just  after  we 
landed,  the  newspapers  were  full  of  the  story  of  an 
ignorant  peasant  in  the  interior,  who  was  greatly  troubled 
by  the  fact  that  his  aged  mother  seemed  to  be  losing  her 
sight.  He  tried  many  remedies,  all  in  vain.  Then 
he  sought  the  assistance  of  his  religion.  He  went  to  a 
wizard-priest,  and  asked  for  advice.  Filialism  being 
vital,  the  oracle  inquired:  "  Are  you  willing  to  do  any- 
thing to  save  your  mother's  sight  that  the  gods  may 
require?  "  "  Yes,"  the  poor  man  said;  "  I  am."  Then 
the  hideous  answer  came,  "  Feed  her  a  human  liver, 
and  her  sight  will  be  restored." 


Our  Duty  to    Youui^  Japan  37 1 

A  verv  shrewd  answer,  one  would  say,  because  it 
could  not  be  obeyed;  and  in  justice  to  the  priest,  it 
may  be  said  there  was  probably  no  expectation  that 
the  man's  filial  piety  would  stand  such  a  test  as  that. 
But  the  devout  peasant  was  in  earnest.  It  never  oc- 
curred to  him  to  question  the  divine  origin  or  wisdom 
of  this  message ;  he  had  implicit  faith.  And  his  devout- 
ness  prompted  him  to  execute  it.  The  only  possibility 
of  testing  the  fiendish  remedy  was  by  slaying  one  of 
his  own  household.  He  had  but  one  child,  a  mere 
babe.  His  love  for  his  child  was  great,  for  whatever 
else  may  be  said  of  the  Japanese,  they  are  certainly 
not  "  without  natural  affection,"  as  the  Romans  in  the 
time  of  St.  Paul.  This  man,  however,  was  more  than 
a  father;  he  was  a  religious  devotee.  One  night  he 
took  his  sleeping  boy  out  into  the  little  garden,  and 
was  about  to  slay  it  with  a  knife.  But  in  some  way 
the  wife  and  mother  heard,  and  understood.  She 
begged  the  man  to  spare  the  child.  She  agreed  with 
him  in  the  theory  of  it  all,  but  her  mother-love  was 
stronger  with  her  than  anything  else  in  the  world,  so 
at  last  she  said,  "Oh,  if  the  gods  must  be  obeyed, 
take  me,  but  save  my  baby."  So  the  wife  died  by 
her  husband's  hand,  and  the  gods  were  satisfied.  But 
the  strangest  part  of  my  story  is  yet  to  come. 

One  of  my  lads  actually  chose  this  incident  to  illus- 
trate the  noblest  deed  of  which  he  had  ever  heard :  Not 
the  self-sacrifice  of  the  mother,  but  the  inhuman  sacrifice 
on  the  part  of  the  husband  and  father.  If  this  be  their 
morality,  what,,  think  you,  is  their  immorality?  Does 
Japan  need  the  gospel?  Is  this  the  nation  that  shou-ld 
become  the  teacher  and  the  leader  of  the  mighty  East? 
It  is  the  enormous  disparity  between  her  material  and 
her  moral  advancement  that  makes  the  future  of  Japan 
of  such  supreme  importance  to  the  world.  Japan  has 
had  a  Renaissance,  but  not  a  Reformation.  Deceived 
travelers,  sometimes  with  the  best  of  intentions,  con- 
fuse manners  with  morals,  refinement  with  religion,  and 


372      The  Relation  of  the  Sunday-school  to  Missions 

civilization  with  Christian  conduct.  Because  they  see 
outward  polish,  they  argue  to  a  change  of  heart,  and 
call  every  cultured  man  a  convert;  and  so  we  have 
been  told  that  Japan  has  no  further  need  of  missions. 

I  profoundl}'  believe,  in  view  not  only  of  her  intrinsic 
needs,  but  also  because  of  her  future  assured  position 
of  leadership,  that  no  other  countr}^  in  the  world  so  needs 
the  gospel  as  Japan  to-day.  We  must  not  allow  our- 
selves to  be  dazzled  by  the  splendor  of  her  soldiers'  brav- 
ery or  by  the  brilliancy  of  her  scholars,  and  so  blinded 
to  her  deep  moral  needs.  Japan  is  indeed  the  land  of 
the  rising  sun,  as  the  name  literally  means.  For  a  new 
sun  has  risen  above  the  horizon  of  human  history. 
But  whether  that  sun  shall  bum  or  shine,  whether  it 
shall  be  lurid  with  threat,  or  bright  with  blessing, 
depends  wholly  upon  the  attitude  of  the  Christian 
church. 

Let  us  go  back  and  teach  our  children  a  literal  obe- 
dience to  a  real  Saviour,  so  that  "  young  America  " 
may  speed  to  "  young  Japan  "  with  the  glorious  cry, 
"  Arise,  shine,  for  thy  light  is  come ;  and  the  glory  of  the 
Lord  is  risen  upon  thee!  "  So  shall  the  Land  of  the 
Rising  Sun  fulfill  the  beautiful  prophecy  of  her  name, 
and  send  the  light  throughout  dark  Asia,  until  the  day 
shall  come  when  "  the  earth  shall  be  filled  with  the 
knowledge  of  the  glory  of  God,  as  the  waters  cover 
the  sea." 


The  Siuiday-scliool  and  the  Great  Commission       373 
The  Sunday-school  and  the  Great  Commission 

ROBERT    E.  SPEER 
Associate  Secretary  Presbyterian  Board  of  Foreign  Missions,  New  York 

The  great  problem  of  the  Christian  church  is  not  the 
problem  of  any  one  race  or  of  any  one  class  of  people, 
nor  of  any  one  set  of  economic  or  social  problems.  Were 
it  any  one  of  these,  we  may  be  sure  that  our  Lord 
would  have  made  reference  to  it  when  he  gave  his  last 
instructions  to  the  church.  We  know  well  that  then, 
speaking  the  thing  that  was  uppermost  in  his  heart  and 
that  he  believed  should  be  fundamental  in  the  view  and 
feeling  of  the  Christian  church,  he  simply  told  his  people 
that  he  desired  their  chief  aim  to  be  to  make  known  to 
the  whole  world  the  gospel  that  he  had  given  to  them. 
He  seemed  to  have  believed  that  the  church  that  would 
have  that  fundamental  aim,  and  that  would  possess  the 
spirit  that  would  lead  it  to  attempt  to  realize  that  aim, 
would  be  able  to  deal  with  all  these  other  problems  as  the 
secondary  problems  which  in  his  view  they  were.  The 
great  work  of  the  Christian  church  as  he  conceived  it  was 
the  work  of  the  evangelization  of  the  world.  I  suppose 
one  may  assume  that  we  are  all  agreed  in  believing  this 
to  be  still  the  great  and  primary  work  of  the  Church  of 
Christ.  Given  therefore  this  problem  on  one  hand,  and 
on  the  other  the  resources  that  are  available  in  this  Sun- 
day-school movement,  it  is  an  easy  and  a  rather  entic- 
ing thing  to  endeavor  to  figure  out  the  solution. 

There  are  thirteen  million  people  enlisted  in  this 
Sunday-school  movement.  If  we  could  have  one  out  of 
every  one  thousand  of  this  great  host,  it  would  give  us 
an  army  of  thirteen  thousand  additional  missionaries. 
Thirteen  thousand  additional  missionaries,  adequately 
supplied  with  the  native  helpers  whom  they  would  need, 
could  reach,  it  is  alleged  by  experienced  missionaries, 
say,  one  hundred  thousand  human  beings  apiece  in  the 
course  of  a  generation.  This  would  enable  these  thir- 
teen thousand  missionaries  to  reach  more  than  the  entire 


374      The  Relation  of  the  Sunday-school  to  Missions 

non-Christian  world.  That  is  leaving  out  of  sight  alto- 
gether the  fact  that  we  now  have  on  the  missionary 
field  an  agency  large  enough,  probably,  to  secure  in  one 
generation  the  evangelization  of  one  third  the  heathen 
world.  And  if  this  same  army  would  provide  an  average 
of  two  cents  a  week  from  each  .member  of  it  toward  the 
expense  of  this  great  campaign,  we  should  have  in  all 
a  sum  of  $13,000,000  —  more  than  twice  the  entire 
contribution  of  the  whole  Protestant  church  of  the 
United  States  and  Canada  to  the  work  of  the  evangeliza- 
tion of  the  non-Christian  world  to-day,  a  sum  adequate 
to  maintain  the  thirteen  thousand  missionaries  who 
would  be  sent,  and  all  the  expense  of  the  propaganda 
which  they  would  carry  on.  It  is  easily  feasible,  there- 
fore, for  the  Sunday-school  movement  alone,  by  an 
average  contribution  of  two  cents  per  week  from  each 
member  of  it  and  of  one  man  from  every  one  thousand 
of  its  membership,  to  furnish  the  effective  means  to  ac- 
complish the  entire  evangelization  of  the  non-Christian 
world  in  one  generation. 

It  may  be  that  some  will  say  that  they  grant  readily 
that  this  is  a  glorious  vision,  but  that  they  cannot  think 
of  it  as  otherwise  than  as  chimerical  and  "  visionary." 
But  may  we  not  remind  ourselves  that  in  our  Christian 
vocabulary  a  visionary  thing  is  not  an  impossible  thing. 
There  are  already  many  Sunday-schools  that  have  fur- 
nished more  than  one  out  of  every  thousand  oi  their 
membership  for  the  world's  evangelization,  that  are 
already  giving  more  than  two  cents  per  week  per  mem- 
ber toward  that  end.  All  that  would  be  necessary  would 
be  just  for  us  to  secure  from  the  whole  Sunday-school 
field  what  we  are  already  securing  from  many  individ- 
ual schools.  I  can  imagine  that  some  are  saying  that 
while  they  assent  to  the  glory  of  this  ideal  and  are  pre- 
pared to  believe  that  it  might  be  possible  of  realization, 
they  still  think  that  the  proposition  is  preposterous,  to 
lay  this  duty,  which  ought  to  lie  on  the  shoulders  of  the 
entire  Christian  church,  upon  the  Sunday-school  alone. 


The  Sunday-school  and  the  Great  Commission     375 

When  you  believe  a  thing  to  be  very  desirable,  when 
you  not  alone  feel  it  to  be  very  desirable,  but  know  it  to 
be  absolutely  essential  to  the  life  of  the  world,  and  when 
you  see  that  the  agency  which  ought  to  be  doing  the 
thing  is  not  doing  it,  what  can  you  say  against  the  propo- 
sition that  the  great  Christian  agency  which  has  it  in 
its  power  should  arise  and  do  the  undone  duty?  And 
not  alone  do  I  say  in  reply  to  the  proposition  that  it  is 
preposterous  to  lay  this  on  the  Sunday-school  move- 
ment, that  it  ought  to  be  laid  there  because  it  is  not 
done  by  any  one  else,  but  I  ask  you  what  the  Sunday- 
school  movement  is  but  the  church  itself  in  two  par- 
ticular aspects,  —  the  church  on  the  aggressive  for  the 
souls  of  the  unreached  men  and  children  of  the  world, 
and  the  church  in  its  plasticity,  in  the  days  of  its  infancy, 
taking  form  for  the  days  that  are  to  come.  And  just  so 
far  as  the  Sunday-school  movement  is  the  church  ag- 
gressively at  work  to  meet  a  human  need,  and  is  the 
church  plastic  for  the  days  to  come,  just  so  far,  it  seems 
to  me,  must  we  lay  the  missionary  responsibility  down 
upon  it.  If  the  missionary  responsibility  is  not  a 
fundamental  and  essential  and  pervasive  responsibility 
of  the  Sunday-school  movement,  then  this  movement 
has  no  responsibility  at  all. 

I  believe  this,  in  the  first  place,  because  of  our  debt 
to  those  whom  we  are  molding  in  this  movement. 
We  owe  to  every  one  who  comes  under  the  influence  of 
the  Sunday-school  movement  the  best  Christian  educa- 
tion. Xo  education  is  Christian  but  the  best.  And 
that  is  not  alone  a  certain  amount  of  biblical  instruction 
but  a  certain  amount  of  biblical  instruction  with  a  very 
definite  end  in  view,  viz.,  a  full  Christian  character  and 
full  Christian  service.  There  is  no  instrtiction  in  the 
Word  of  God  that  is  not  also  an  instruction  in  the  work 
of  God.  Our  Lord  never  attempted  to  dissociate  the 
two.  In  the  training  of  his  disciples,  from  time  to  time, 
he  sent  them  out  from  his  instruction  that  they  might 
go  and  test  what  they  had  learned,  in  contact  with  men. 


376      The  Relation  of  the  Sunday-school  to  Missions 

And  he  himself  made  it  fundamental  in  his  doctrine 
that  no  man  could  enter  his  Father's  home  who  did  not  do 
his  Father's  work.  And  the  effort  to  teach  the  Word  of 
God  to  multitudes  of  children  and  young  men  and  w^o- 
men  is  an  absolutely  futile  effort  unless  we  combine  with 
it  a  training  of  these  multitudes  also  in  the  work  of  God. 

No  man  has  the  gospel  for  himself  who  does  not  have 
it  as  a  missionary  deposit.  The  gospel  is  not  a  personal 
possession  which  I  get  from  a  Saviour  who  saves  me  and 
therefore  could  save  the  world.  The  gospel  is  some- 
thing which  I  have  from  a  Saviour  who  saves  me  because 
he  is  the  Saviour  of  the  world.  And  no  one  of  us  has  the 
Saviour  except  as  the  Saviour  of  the  world.  And  just  as 
we  can  have  no  gospel  at  all  in  any  real  and  living  sense 
until  we  have  it  in  its  missionary  conception,  so  we  can- 
not keep  any  gosp6l  except  as  a  missionary  trust.  There 
was  never  yet  a  Christian  church  that  was  guilty  of 
malfeasance  in  its  Christian  duty.  It  may  have  held 
the  Christian  doctrine  but  it  was  no  Christian  church. 
He  that  doeth  the  will  of  God,  he  it  is  that  loveth 
God.  And  the  Saviour  cares  little  for  any  other  evi- 
dence of  love  that  is  not  substantiated  by  this.  "  He 
that  keepeth  my  commandments,  he  it  is  that  loveth 
me." 

We  shall  bring  this  great  Sunday-school  movement 
under  a  perfect  upas  tree  unless  we  ally  it  closely 
and  inseparably  to  the  great,  evangelistic,  aggressive 
effort  to  make  Jesus  Christ  known  to  the  whole  world. 
And  we  owe  it  to  these  children  whom  we  train  in  these 
schools  to  bring  them  under  the  inspiration  and  under 
the  moral  viplift,  tmder  the  ideals,  the  stories  of  hero- 
ism and  pictures  of  courage,  which  missions  provide. 
We  are  now  writing  a  book  of  Acts  as  real  and  canoni- 
cal as  any  book  of  Acts  ever  written.  Any  education 
of  the  children  of  the  church  is  faulty  and  not  fair  to 
them  that  does  not  incorporate  in  it  the  influence  draw- 
ing these  children  under  the  mighty  spell  of  Christ's 
purpose  to  evangelize  the  whole  world. 


The  Suiiday-scliool  and  tlic  Great  CoiiiDu'ssioii      377 

We  owe  it  not  alone  to  the  children  in  our  Sunday- 
schools,  who  deserve  from  us  the  best  education  which 
is  inseparable  from  the  missionary  spirit  and  intelli- 
gence; we  owe  it  also  to  the  church,  that  the  children 
of  the  church  should  have  the  best  education.  We 
have  in  our  hands  to-day  in  the  Sunday-school  the 
church  of  to-morrow.  What  we  complain  of  in  the 
church  of  to-day  we  can  rectify  in  the  church  of  to- 
morrow that  is  in  our  hands  for  its  molding.  If  now 
in  the  days  of  its  beginning  we  stunt  the  missionary 
activity  of  the  church,  and  distort  the  conceptions  of 
the  Christian  life  which  ought  to  rule  in  the  church  that 
is  to  come,  can  we  expect  that  fifteen  or  twenty  years  from 
now,  when  these  minds  shall  have  hardened  and  these 
lives  have  taken  foim,  we  can  give  the  missionary  impulse 
and  ideal  to  them?  What  we  want  the  church  of  the 
next  generation  to  be  in  its  missionary  activity  we  must 
make  that  church  as  we  have  it  now  under  our  control 
in  the  young  people's  societies  and  Sunday-schools  of 
our  day. 

In  the  third  place,  we  are  bound  to  ally  this  move- 
ment to  the  missionary  enterprise  more  closely  still, 
not  onl)'  for  the  children's  sake  and  the  church's  sake, 
but  for  the  sake  of  the  world.  I  am  very  well  aware,  my 
friends,  that  your  assent  to  what  I  have  said  before  will 
hinge  very  closely  on  the  warmth  of  your  sympathy 
and  the  passion  of  your  love  for  the  great  work  for  which 
Jesus  Christ  died.  If  the  gospel  in  its  universal  aspect 
has  no  such  grip  upon  our  own  lives,  if  Christ  to  us  is  our 
little  personal  Saviour  and  not  the  Saviour  of  all  man- 
kind, we  can  lightly  brush  aside  the  obligations  that 
rest  upon  us  for  the  sake  of  the  child  and  the  church  to 
ally  ourselves  to  the  movement  for  the  evangelization 
of  the  world.  But  if  you  and  I  to-night  feel  toward 
this  world  as  our  Lord  felt  to  it,  and  look  out  upon 
it  with  the  eyes  with  which  he  looked  out  upon  it,  then 
we  shall  see  that  for  the  world's  sake  we  must  ally  this 
great  movement,  which  in  itself  is  capable  of  the  world's 


378      The  Relation  of  tJie  Sunday-school  to  Missions 

evangelization,  with  this  great  purpose  which  Jesus  had 
last  on  his  heart  and  first  in  his  thought. 

I  think  of  the  thousand  millions  of  suffering  and  sin- 
ning men,  women  and  children  for  whom  Jesus  Christ 
died,  who  now,  nineteen  hundred  years  since  he  came 
to  the  world,  are  in  ignorance  of  that  Saviour  who  is  theirs 
as  he  is  ours  or  he  is  not  ours  at  all.  I  ask  you  to  think 
of  the  world's  needs  not  alone  in  such  arithmetical  terms 
as  these.  What  Mr.  Murch  has  said  gives  one  a  little 
insight  into  the  terrible  moral  need  of  the  world.  This 
is  no  place  to  speak  of  it  in  detail.  I  only  ask  you  to 
recall  the  simple  fact  that  Christianity  is  the  only  religion 
in  the  world  that  has  forbidden  polygamy.  I  do  not 
see  what  Christian  men  and  women  should  need  to  have 
said  to  them  more  than  that,  to  bring  home  vividly  to 
their  consciences  the  world's  claim  upon  them  for  the 
gospel  of  the  Saviour  of  the  whole  world  and  chiefly  of 
the  women  of  the  world.  There  are  two  hundred  mil- 
lions of  people  where  no  man's  voice  is  lifted  in  prayer 
for  his  mother  or  his  wife  or  his  daughter,  a  thousand 
millions  of  our  human  creatures,  with  500,000,000  wo- 
men and  girls  among  them,  barred  by  their  sex  from  all 
welcome  to  the  highest  things.  And  consider  also  the 
fathomless  spiritual  need  of  the  world. 

Let  us  look  back  across  the  nineteen  hundred  years, 
and  refresh  our  mind  regarding  our  fundamental  Chris- 
tian convictions.  If  it  was  necessary  that  Christ  should 
die  there  for  us  and  should  have  spoken  the  word  that 
has  come  to  us  in  order  that  we  might  know  our  Father 
again  and  find  our  way  back  to  Him,  is  it  not  equally 
necessary  that  the  whole  world  should  have  the  message 
given  to  it?  And  by  as  much  as  he  is  preached  to  us, 
and  we  know  that  he  is  our  life  and  our  only  life,  by  so 
much  are  we  under  obligation  to  share  those  things  which 
cannot  be  elsewhere  found  in  this  world,  with  the  whole 
world  of  men  and  women  and  little  children,  for  whom 
he  lived  and  died.  The  world  itself  is  waiting  for  the 
realization,  by  such  a  force  as  this,  of  its  missionary  duty. 


The  Sunday-school  and  the  Great  Commission      379 

The  thing  I  appeal  for  to-night  is  not  for  any  partial 
recognition  of  that  duty.  It  is  not  that  simply  now  and 
then,  in  our  Sunday-school  lessons,  mention  should  be 
made  of  the  missionary  enterprise.  It  is  not  even  that 
this  great  movement  should  be  used  as  it  has  not  yet 
been  used  as  an  educational  missionary  force.  I  am 
pleading  that  some  day  —  some  time  the  day  will  come 
when  this  great  movement  shall  be  tied  to  its  proper 
destiny,  and  we  shall  recognize  that  it  is  not  a  mere 
tutorial  system,  or  a  scheme  for  imparting  certain  ideas 
to  the  Christian  church,  but  that  God  means  it  to  be 
a  great  agency  to  be  closely  compacted  and  then  hurled 
against  the  great  problem  of  the  church, — the  evangeli- 
zation of  the  world. 

Many  of  you  to-night  know  from  your  own  experience 
that  the  solution  of  this  problem  is  in  the  hands  of  the 
incipient  church  that  we  call  the  Sunday-school.  Those 
missionaries  who  have  gone  out  have  gone  because  of 
the  influences  that  touched  their  lives  here.  What  sent 
Chalmers  to  the  South  Sea?  His  call  came  when  he 
was  a  little  lad  in  his  Scotch  Sunday-school.  If  we  are 
going  to  get  the  missionaries  necessary  for  the  evan- 
gelization of  the  world,  it  will  be  because  here  in  these 
plastic  days  the  call  comes  to  their  eager,  plastic  hearts. 
Do  you  suppose  that  we  can  ever  get  the  church  to  give 
what  is  necessary  for  the  world's  evangelization  by  tak- 
ing it  when  it  is  hardened  in  its  habits  of  giving  ? 

We  have  it  in  our  power  in  this  matter  to  fulfill  or  to 
frustrate  the  will  of  Jesus  Christ. 

I  hope  that  whoever  plans  the  next  convention  will 
see  to  it  that  one-half  day  is  given  to  discussing  the  ways 
and  means  by  which  this  great  army  is  to  be  set  about 
its  proper  task  and  allied  to  its  great  and  unescap- 
able  duty.  How  few  of  our  schools  have  missionary 
lessons  at  all!  By  such  lessons,  and  by  missionary 
prayer  and  missionary  meetings  and  missionary  Sunday- 
school  books  and  missionary  news  items,  and  by  or- 
ganizing our  Sunday-schools  as  missionary  societies,  as 


380      TIic  Relation  of  the  Sundays cliool  to  Missions 

the  Methodist  Episcopal  Church  in  the  United  States 
require  their  schools  to  be  organized,  we  must  bring  the 
day  when  this  great  movement  shall  be  tied  to  the 
great  missionary  movement. 

I  am  only  concerned,  however,  that  in  the  last  hours  of 
this  convention  we  should  perceive  the  great  truth. 
This  is  not  a  mere  educational  movement.  No  living 
movement  can  ever  continue  a  mere  educational  move- 
ment. This  is  a  movement  for  the  creation  of  real  Chris- 
tian character.  No  character  is  really  Christian  until 
its  sympathies  go  out  as  widely  as  Christ's,  into  the 
whole  world.  This  is  a  great  movement  for  Christian 
service.  No  service  is  Christian  that  does  not  realize  as 
its  dominant  rule  the  last  command  of  our  Lord.  We 
have  got  to  realize  this  as  a  living  and  controlling 
principle  in  our  work. 

One  of  the  last  speeches  that  I  heard  the  late  Arch- 
bishop of  Canterbury  make  was  in  Exeter  Hall,  when, 
speaking  to  a  great  gathering  of  students,  he  said  that 
one  of  the  most  marvelovis  things  in  Christianity,  to 
him,  was  in  the  way  in  which  God  had  been  willing  to 
place  in  the  control  of  his  people  the  fulfillment  of  his 
own  great  command,  and  in  which  the  Lord  Jesus  Christ, 
who  died  adequately  to  save  the  whole  world,  had 
made  the  communication  of  the  knowledge  of  that  fact 
to  the  world,  not  a  matter  of  his  own  will,  but  of  the  will 
of  those  who  loved  him,  and  who  called  him  Lord. 

Oh,  that  here  to-night  we  might  discern  that  the  time 
has  come  to  break  out  of  the  swaddling  bands  of  petty 
conception  that  hedge  in  our  ideals  of  Christian  activity, 
to  pierce  right  through  all  the  limitations  that  wall  us  in 
from  the  great  Christian  duty,  to  rise  up  into  the  clear 
conception  that  what  God  has  brotight  us  together  for, 
what  he  has  given  us  sympathy  and  coherence  and  co- 
operative fellowship  for,  is  that  he  may  make  us  a 
great  army  to  go  out  and  conquer  the  whole  world,  and 
now  in  this  generation  to  obey  that  last  command  of 
his,  that  will  never  be  obeyed  at  all  unless  it  is  obej^ed  in 


The  Sunday-school  and  the  Great  Commission      381 

some  one  generation, —"  Preach  my  gospel  to  every 
creature."  "  Ye  shall  be  witnesses  unto  me  both  in 
Jerusalem  and  in  Samaria  and  unto  the  uttermost  parts 
of  the  earth." 

Those  were  the  last  words  that  our  Lord  Jesus  Christ 
spoke.  May  they  be  the  words  that  we  carry  away 
from  this  convention.  And  if  that  was  first  in  his  heart 
at  the  last,  woe  betide  us  if  we  place  it  not  first  in  ovir 
hearts  now. 


Bethlehem —  1904 
"  Christ  Cometh   .   .   .  out  of  the  town  of  Bethlehem." 
(From  Glimpses  0/ Bible  Lands) 


-John  7  :42 


382      The  Relation  of  the  Sunday-school  to  Missions 
The  Man  with  the  Hammer 

Rev.  CAREY  BONNER 

General  Secretary  British  Sunday-School  Union 

From  out  the  silence  of  the  century  now  closed  comes 
a  message  to  the  Sunday-school  men  and  women  of  this 
new  century.  That  message  is  suggested  by  what  is 
held  in  my  hand. 

Here,  carefully  kept  and  passed  on  through  four 
generations,  is  the  hammer  actually  used  one  hundred 
years  ago  by  the  pioneer  of  modem  missions,  —  the 
"  consecrated  cobbler,"  —  William  Carey. 

The  mere  sight  of 
a  relic  belonging  to 
such  a  man  stirs  oior 
thoughts  and  awak- 
ens our  interest. 
We  think  of  it  in 
relation  to  the  great 
missionary  educa- 
tionist whose  hands 
once  held  it,  and 
who,  in  the  North- 
amptonshire village 
of  Hackleton,  la- 
bored with  it  at  his  cobbler's  last;  and,  so  thinking,  we 
see  in  it  a  deeper  significance  than  is  at  first  apparent. 
We  do  not  regard  it  as  a  fetish.  It  is  a  symbol. 
Reading  the  records  of  history,  you  will  find  that  alike 
in  the  rise  of  religions,  the  propagation  of  reform  and 
the  building  up  of  great  nations,  there  has  always  been 
a  man  with  a  hammer,  a  "  man  sent  from  God  "  to  be 
the  kingly  leader. 

In  the  heroic  age  of  Jewish  story,  the  "  leader  bold 
and  brave  "  granted  to  the  nation  was  Judas,  sumamed 
Maccabaeus,  literally,  "  the  hammerer,"  —  the  resistless 
conqueror  of  all  foes  and  saviour  of  his  race.  In  the 
dark  Middle  Ages,  when  Europe  was  threatened  with 


The  Man  with  the  Hammer  383 

the  slavery  of  superstition,  the  man  "  with  the  ham- 
mer "  arose,  and  Martin  Luther,  having  nailed  up  his 
theses  of  belief,  hammered  at  the  fetters  of  tyranny  till 
he  broke  them  asunder,  and  then,  defying  the  hierarchy 
of  Rome,  he  led  a  continent  into  the  liberty  of  Jesus 
Christ.  Both  the  great  nations  represented  in  this 
assembly  have  been  chiefly  molded  by  their  "  hammer 
men."  Britain  has  had  her  long  succession  of  rulers 
and  statesmen,  from  Alfred  the  Great  to  William  Ewart 
Gladstone.  To  America  also  has  been  given  a  magni- 
ficent line  of  Maccabaeans,  like  the  Puritans,  whose 
anvil  was  Plymouth  Rock;  like  George  Washington, 
Abraham  Lincoln,  and  that  dauntless  stalwart  of  to-day, 
Theodore  Roosevelt.  The  kingdom  of  God  has  been 
established  largely  by  the  men  with  the  hammer.  "Wil- 
liam Carey  was  only  one  in  a  noble  army  of  strong, 
God-sent  leaders,  from  the  days  of  Elijah  to  those  of 
St.  Paul,  and  from  Augustine  to  Charles  Haddon  Spur- 
geon.  This  convention  is  meeting  here  now,  because, 
one  hundred  and  twenty  years  ago,  Robert  Raikes 
crudely  hammered  into  shape  the  splendid  mechanism 
of  the  Sunday-school.  My  plea  at  the  outset  of  our 
gatherings  is  that  we  shall  bring  ourselves  into  the  true 
line  of  succession.  Theories,  methods  and  schemes, 
many  and  varied  and  up-to-date,  will  be  here  discussed; 
but  let  it  never  be  forgotten  that  of  far  more  value  than 
all  equipment  is  the  character,  the  quality  of  the  men 
and  women  who  do  the  work. 

Machinery  may  become  obsolete,  but  manhood  is 
never  out  of  date. 

The  Toronto  Convention  will  prove  its  worth  by  the 
help  it  gives  in  making  better  teachers.  Here  we  touch 
the  very  heart  of  our  present-day  problem,  and  I  desire 
at  the  outset  to  sound  this  as  a  keynote  of  the  convention. 
To-day,  as  always,  the  Sunday-school  supremely  needs 
the  man  with  the  hammer.  Whether  or  not  we  echo 
the  prayer  of  Robert  Browning's  Paracelsus,  "  Make 
no  more  giants,    God,"   at  least  we  add    our  "  Amen  " 


384      TJic  Relation  of  the  Sunday-school  to  Missions 

to  the  second  petition,  "  Elevate  the  race";  which, 
being  interpreted  for  our  sphere  of  service,  means, 
"  Lord,  pvit  more  iron  into  the  blood  of  the  men  and 
women  laboring  for  young  people.  Deepen  all  that 
makes  for  strong,  holy  character.  Move  thy  Church 
to  set  aside  her  best  and  sturdiest  sons  and  daughters 
for  this  noble  task ;  and  move  those  already  engaged  in 
it  to  realize  its  high  honor  and  to  devote  their  best 
powers  to  its  fulfillment."  We  must  "  magnify  the 
office,"  and  show  to  Christians,  young  and  old,  that  there 
is  no  position  upon  which  God  has  placed  greater  dignity 
than  that  of  a  Christian  teacher. 

You  perhaps  noted  just  now  that  I  said  "  men  and 
women."  Literally,  if  tradition  is  to  be  believed,  there 
is  danger  in  trusting  a  hammer  to  the  hands  of  a  woman, 
as  the  experiment  is  more  likely  to  result  in  bruised 
fingers  than  in  driven  nails!  But  "  a  fig  for  tradition  " 
when  we  come  to  the  real  thing.  I  believe  that  I  shall 
carry  with  me  the  judgment  of  every  one  in  this  audience 
in  affirming  that  when  the  historian  of  the  Sunday- 
school  movement  desires  rightly  to  estimate  the  forces 
that  have  molded  young  life,  he  will  have  to  give  a 
foremost  place  to  the  influence  of  that  vast  company  of 
women  who  have  dedicated  their  powers  and  their  lives 
to  the  work  of  the  Sunday-school.  The  greatest  teacher, 
after  all,  is  the  motherlike  woman. 

You  read  now  my  hammer  parable.  The  totality  of 
gifts  and  powers  in  a  man  or  woman,  like  this  hammer 
lying  alone,  ineans  weight;  and  when,  above  and  be- 
hind these  powers,  there  is  a  regal  will,  controlling 
and  wielding  thein,  like  the  man  behind  the  ham- 
mer, then  that  weight  becomes  force.  We  have  need, 
therefore,  to  recognize  that  the  work  of  the  teacher 
calls  for  the  highest  use  of  the  forces  with  which  God 
has  intrusted  us. 

Nor  does  the  symbol  apply  to  ourselves  alone.  Carey 
and  his  hammer  have  a  message  also  concerning  the 
■>'-'irk   we   attempt   to   do.     What   higher   aim   has  any 


The  Man  with  the  Hammer  385 

Christian  teacher  than  to  bring  his  scholars  into  living 
oneness  with  "  the  strong  Son  of  God,"  and  so  to  develop 
their  "  hammer  "  qualities,  and  help  in  building  up  a 
sturdy  Christian  character? 

Look  now  a  little  more  into  the  detail  of  the  hammer 
message.  "What  are  the  functions  of  the  hammer? 
Place  this  or  any  other  hammer  in  the  hands  of  a  nor- 
mally healthy  and  lively  member  of  a  primary  or  junior 
class;  leave  the  urchin  to  roam  at  will  through  your 
drawing-room,  and,  both  speedily  and  efifectively,  one 
function  of  the  hammer  will  be  demonstrated.  The 
l)rimitive  instincts  of  that  child  will  strongly  assert 
themselves,  and  seeing  within  its  reach  a  variety  of 
breakable  articles,  something  will  have  to  go,  and  you 
will  gain  an  original  if  startling  lesson  from  your  "  child 
studv  "  by  learning  that  the  hammer  can  be  used  for 
breaking  up. 

I.  It  bre.\ks  up.  I  want  to  speak  a  word  for  that 
primitive  instinct.  The  hammer  power  of  a  man  must 
at  times  be  used  in  breaking  up  what  is  wrong,  and  in 
beating  down  the  powers  of  sin  when  they  oppose  the 
progress  of  righteousness.  It  were  folly  to  suppose 
that  a  reform  could  be  effected  simply  by  fighting  what 
was  evil ;  yet  were  it  equal  folly  to  ignore  the  fact  that 
ever\'  true  reformer  must  at  times  be  ready  to  war 
against  sin. 

In  order  that  we  might  be  men,  God  made  us  free. 
When  pope,  chiirch  or  government  seeks  to  bind  God's 
truth  in  chains,  or  to  put  fetters  upon  conscience,  there 
is  only  one  thing  that  you  as  a  freed  man  of  Jesus  Christ 
can  do;  no  whining,  no  parley,  but,  grasping  your 
hammer  with  both  hands,  lift  it  high,  and,  when  you 
see  the  chains,  smash  them!  That  is  a  Christian  axiom. 
"  I  am  ever  a  fighter  "  needs  to  be  the  motto  of  the  true 
teacher.  If  you  are  the  friend  of  Christ,  you  are  the 
foe  of  sin,  and  if  you  are  to  guard  the  young  you  must 
be  foes  of  their  foes.  Your  scholars  should  know  where 
you  stand  on  the  great  moral  questions  of  the  age.     The 


386      The  Relation  of  the  Sunday-school  to  Missions 

hammer-power  of  every  man  and  woman  here  must  at 
least  be  directed  against  the  modem  trinity  of  iniquity 
in  the  crying  evils  of  gambling,  impurity  and  the  liquor 
traffic.  Woe  to  the  man  or  people  losing  the  power 
to  be  angry  at  sin!  Woe  to  those  who  never  protest 
against  wickedness  in  order  to  witness  for  their  Lord! 
There  are  occasions  when  we  dare  not  be,  silent,  because 
silence  would  be  cowardice,  and  when  we  dare  not  keep 
out  of  the  fighting  ranks,  because  non-resistance  would 
be  criminal. 

"  No,  we  must  fight  if  we  would  reign: 
Increase  our  courage,  Lord!  " 

But  hear  again  the  parable  of  the  hammer! 

IL  It  drives  home.  What  is  a  teacher?  He  is  a 
driver-home  of  truth.  In  this  age  of  hustle  and  rush  we 
are  in  danger  of  forgetting  that  definition.  The  danger 
besets  us  in  our  own  reading  and  thinking,  as  well  as  in 
our  work.  We  take  our  religion  in  snippets.  We  are 
often  so  occupied  in  tapping  tin  tacks  that  we  are  losing 
the  power  of  driving  home  bolts.  To  be  c.rtensive,  we 
must  be  -j;ztensive.  The  man  who  strongly  influences 
his  fellows  is  he  who  can  say,  not  "  These  many  things 
I  attempt,"  but,  "  This  one  thing  I  do."  Of  some 
teachers  it  may  be  affirmed  that  if  they  taught  less, 
they  would  teach  more.  A  slice  of  bread  digested  is 
more  strengthening  than  a  loaf  swallowed. 

But  turn  to  the  figure  of  the  hammer.  Let  William 
Carey  himself  stand  for  us  as  the  typical  man  who  drove 
truth  home.  He  was  not  simply  a  missionary  in  the 
sense  of  being  an  evangelist,  but  he  was  a  great  teacher. 
He  hammered  better  than  he  knew.  It  would  be  inter- 
esting to  discuss  how  far  the  work  at  his  last  possibly 
helped  to  mold  his  character;  but  his  real  hammering 
was  of   another  kind.     In  persistency  was  his  power. 

Not  long  since  I  made  a  pilgrimage  to  William  Carey's 
country  and  stood  in  the  very  shed  where  the  great 
missionary  toiled  as  a  cobbler. 


The  Mau  'a.'ith  the  Hammer 


387 


The  CoEr;  fk'?  Shp;u 

There,  in  his  solitude  at  Hackleton,  he  dreamed  his 
dreams,  saw  divine  visions,  and  learned  something  of 
the  vastness  of  God's  plans.  The  truths  discerned  were 
not  many,  but  they  were  great.  They  may  be  stated 
thus:  I.  God's  love  is  not  for  a  tribe,  but  for  a  world. 
2.  Divine  "  election  "  is  to  service.  3.  The  greatness 
of  redemption  consists  not  in  what  a  church  is  saved 
jrom,  but  in  what  it  is  saved  unto. 

These  were  the  truths  for  William  Carey  to  drive 
home,  first  in  his  own  consciousness,  and  then  into  that 
of  the  chvirch.  And  the  hammerer  hammered  on. 
None  near  him  in  that  little  country  village  could  under- 
stand the  immeasurable  power  of  these  truths ;  kinsmen 
and  acquaintance  stood  afar  off,  but  the  hammerer 
hammered  on.  At  length,  some  one  heard  and  heeded, 
and  they  said,  "  The  music  of  heaven  is  in  these  hammer 
notes."  Though  the  world  scoffed  at  the  "  madman," 
a  few  of  Christ's  folk,  by  their  gifts,  helped  to  make  his 
dreams  a  reality,  and  at  length  he  left  England  for  India. 
And  there  the  hammerer  hammered  on.  In  a  life  of 
rare  and  heroic  sacrifice,  through  "  peril,  toil  and  pain 


388      The  Relation  of  the  Sunday-school  to  Missions 

he  climbed  the  steep  ascent  of  heaven  ";  and,  right  up 
to  the  hour  of  his  translation,  still  the  hammerer  ham- 
mered on.  Then  God  himself  took  up  the  truths  his 
servant  had  so  persistentlj'  proclaimed,  and  sounded 
them  forth  upon  his  trumpet,  making  them  the  evangel 
of  the  century;  and  their  divine  music  rings  out  again 
in  our  ears  to-day:  love!  serve!  save!  They  are  the 
watchwords  of  the  Christian  church,  and  alone  by  loy- 
alty to  them  will  the  followers  of  Jesus  win  the  world 
for  God  and  his  Christ.  Here,  then,  was  the  triumph  of 
a  teacher  content  to  drive  home  two  or  three  great 
truths.     "  He  that  hath  ears  to  hear,  let  him  hear." 

But  the  noblest  function  of  the  hammer  is  this: 

in.  It  gives  shape.  When  visiting  Carey's  country 
I  was  deeply  interested  in  being  taken  through  a  modem 
shoe  factory,  where  apparently  everything  was  done  by 
up-to-date  machiner}".  In  one  room,  however,  seeing 
individual  workmen  with  their  hammers  doing  something 
at  the  shoes,  I  said  to  the  master  of  the  factory,  who 
was  showing  me  roiond,  "  There  is  something,  then, 
that  machinery  cannot  manage?  "  He  answered  with 
a  significance  wider  and  deeper  than  he  imagined,  "  No; 
we  still  need  men  for  the  finer  work  of  shaping  and  per- 
fecting." 

"  Which  thing  is  an  allegory."  God  still  needs  men 
for  shaping  and  perfecting,  and  he  has  intrusted  his 
work  not  to  angels,  but  to  men.  I  do  not  know  any 
higher  reward  to  be  coveted  by  us  than  the  knowledge 
that,  through  our  dedicated  powers  we  have  been 
enabled  to  give  direction  and  shape  to  the  lives  of  the 
young  people  under  our  care.  It  is  this  positive  side 
of  our  service  that  must  ever  be  kept  before  us.  A 
Christian  teacher  will  be  known  by  what  he  has  builded 
up  rather  than  by  what  he  has  overthrown.  If  we 
would  help  in  molding  men,  then,  there  are  at  least 
four  things  we  must  endeavor  to  do. 

I.  Teach  the  young  people  the  supremacy  of  char- 
acter.     We    need   not  decry  creeds  if    they   are  living 


The  Man  with  the  Hammer 


389 


expressions  of  faith ;  but,  in  the  last  analysis,  Christ  spells 
character. 

2.  Teach  them  that  Christ's  men  and  women  must  be 
good  citizens.  "  The  Kingdom  of  heaven  is  like  unto 
leaven."  A  Christian's  faith  should  be  a  redemptive 
force.  The  world  condemns  political  Christians,  but 
it  sorely  stands  in  need  of  Christian  politicians. 

3.  Teach  the  rights  of  the  individual  conscience.  Re- 
ligion is  never  vital  until  it  becomes  a  matter  of  personal 


The  Old  Chapel 

conviction.  Its  strength  consists  in  the  relationship 
of  each  disciple  to  his  Lord.  Freedom  for  the  individual 
conscience  is  essential  to  Christianity.  Liberty  is  the 
only  atmosphere  in  which  manhood  breathes  and  grows; 
and  priestcraft  can  never  be  tolerated  by  those  who  can 
say,  "  We  have  seen  the  Lord." 

4.  Teach  them  the  glory  of  service.  A  notion  or 
truth,  however  intrinsically  fine,  enervates  unless  it  is 
translated  into  action.  "  What  shall  we  do  with  these 
silver  images  found  in  yonder  cathedral?  "  was  the  ques- 
tion put   to   Oliver  Cromwell  by  some  of  his  soldiers. 


390      TJic  Relation  of  the  Sunday-school  to  Missiotis 

"  ■Melt  them  down,"  he  replied;  "  and  turn  them  into 
current  coin  that  shall  be  sent  about  the  world  doing 
good,  as  the  Apostles  themselves  were  sent."  Only 
by  service  rendered  "  in  His  name  "  can  we  make  His 
truth  to  become  a  current  coin.  Teach,  therefore,  that 
character  is  supreme;  that  the  disciples  of  Jesus  must 
"  behave  as  citizens  worthily  of  the  gospel  of  Christ  "; 
that  every  man  has  liberty  of  approach  to  the  Redeemer; 
that  all  power  gained  from  him  is  to  be  used  for  the 
service  of  others ;  and  then  your  teaching  cannot  fail  to 
be  a  molding  force  in  the  life  of  your  scholars.  "  Fi- 
nally, my  brethren,"  if  you  would  use  your  hammer- 
power  in  destroying  sin's  power,  if  into  human  lives 
you  would  drive  home  divine  truths,  if  you  would  shape 
human  characters  in  the  image  of  the  Christ,  then  "  be 
strong  in  the  Lord,  and  in  the  power  of  his  might." 
Your  Lord  liveth.  Your  King  reigneth.  His  victory 
is  3^ours.  "  Therefore,  be  ye  steadfast,  unmovable, 
•always  abounding  in  the  work  of  the  Lord,  forasmuch  as 
ye  know  that  your  labor  is  not  in  vain  in  the  Lord." 


The  Sunday-school  Exposition 


391 


C.  R.  Blackall,  D.D. 


The  Sunday-school  Exposition 

C.   R.   BLACKALL,   D.D. 
Director 

The  Sunday-school  exposition, 
in  connection  with  the  Toronto 
International  Convention,  must 
be  dififerentiated  wholly  from 
everj'thing  in  the  commercial 
line  that  preceded  it,  because 
from  inception  to  close  it  was 
the  working  out  of  a  Sunday- 
school  educational  ideal.  The 
plan  was  broad  and  comprehen- 
sive, with  due  regard  for  ever\' 
exhibitor,  hence  there  was  no 
contentious  bartering  for  loca- 
tion or  space,  no  unseemly  rival- 
ries by  competing  publishers, 
and  no  complaint  first  or  last  that  any  one  was  given 
preference  over  another.  Following  months  of  prepara- 
tion, the  exposition  was  completed  and  opened  to  the 
public  at  the  time  announced,  Wednesday  afternoon, 
preceding  the  convention  and  continued  uninterruptedly 
until  the  close,  on  the  Tuesday  evening  following.  Dr. 
C.  A.  Risk,  of  Toronto,  was  chairman  of  the  local  com- 
mittee on  exhibits. 

The  exposition  was  in  three  distinct  sections.  At  the 
St.  James  Cathedral  schoolhouse  was  a  striking  display 
of  Sunday-school  periodicals  issued  in  the  states  and 
Canada,  the  oiitput  for  a  year  aggregating  the  enormous 
quantity  of  nearly  five  hundred  millions  of  copies.  This 
was  supplemented  by  the  state  papers,  grouped  by 
themselves;  a  portrayal  by  samples  of  printed  matter 
showing  methods  of  conducting  Stmday-school  work 
in  several  states,  and  bird's-eye  views  of  normal  work, 
including  diplomas  and  other  material.  Here,  also, 
were   maps  and  charts  and    biblical   pictures   in   great 


392  The  Elcvcntli  International  Convention 

variety,  one  feature  being  original  drawings  by  leading 
artists  for  Sunday-school  periodicals.  To  these,  again, 
were  added  an  extensive  missionary  display,  including 
working  material  for  the  home  and  foreign  fields,  from 
the  various  denominational  organizations,  the  Woman's 
Christian  Temperance  Union  and  the  Young  People's 
societies. 

The  most  attractive  feature,  however,  was  six  large 
and  fine  oil  paintings  kindly  loaned  by  the  Hon:  John 
Wanamaker.  In  the  same  building,  and  forming  a 
second  section,  was  the  department  of  manual  work, 
ably  presided  over  by  the  Rev.  Richard  Morse  Hodge, 
D.D.,  of  Columbia  College,  who  lectured  several  times 
each  day  to  the  throngs  who  were  in  attendance.  To 
most  of  the  visitors  this  department  was  a  revelation. 

The  immense  base:nent  of  Massey  Hall  was  iitilized 
for  the  third  or  general  section  of  the  exposition. 
F- very  thing  was  done  to  make  the  vast  lecture  room 
especially  attractive  and  brilliant,  neither  pains  nor 
expense  being  spared  to  this  end.  Across  the  entire 
front  end  was  the  finest  historical  Sunday-school  display 
ever  shown,  most  of  the  material  being,  for  safety,  in 
glass  cases.  Dr.  E.  W.  Rice,  of  the  American  Sunday- 
School  Union,  who  planned  and  arranged  this  exhibit, 
was  personally  in  charge.  Across  the  entire  opposite 
end  of  the  hall  was  a  beautiful  exhibit  by  the  Providence 
Lithograph  Company,  consisting  of  forty  fine,  large  oil 
paintings  illustrating  the  life  of  Christ,  with  numerous 
other   artistic   productions   for  the    Svmda5^-school. 

Along  one  side  of  the  hall  were  several  exhibits  of 
Bibles,  in  great  variety.  Between  were  large  tables  and 
conical  stands  for  books  and  other  material,  including 
full  lines  of  helps  for  teachers,  arranged  in  complete 
libraries  and  in  classified  sets;  illuminated  cards  and 
illuminated  windows ;  musical  instruments ;  the  Under- 
wood "  Travel  Club  "  stereographs;  novelties  of  various 
kinds;  record  systems;  librarian's  helps.  The  Perry 
Pictures  Company  and    the    Cosmos  Picture   Company 


The  Smtday-school  Exposition  393 

each  were  thoroughly  in  evidence.  As  a  pleasing 
addition,  a  fine  display  was  made  here  also  of  originals 
of  Sunday-school  book  and  periodical  pictures.  The 
arrangement  of  the  hall  was  such  that  a  view  of  the 
whole  was  possible  from  any  given  point,  as  no  exhibitor 
was  allowed  to  spoil  the  general  effect  by  the  use  of 
obtrusive  signs  or  in  other  ways. 

The  question  of  government  customs  caused  a  few 
embarrassing  problems,  but  these  were  solved  without 
difficulty.  It  is  very  gratifying  to  be  able  to  say  that 
the  best  Christian  spirit  was  manifested  from  the 
beginning  to  the  close  of  the  exposition ;  that  more 
than  one  himdred  exhibitors  were  at  all  times  and  in 
every  way  ready  to  conform  to  the  requirements  and  to 
do  their  share  in  winning  success,  and  also  in  cheerfully 
paying  their  apportionment  of  the  cost.  The  several 
departments  were  thronged  by  interested  and  appre- 
ciative visitors  during  all  the  days,  from  8  .\.m.  to  10  p.m. 
All  things  considered,  the  ideal  of  this  exposition  was 
fairly  realized,  and  possibly  a  pace  was  set  that  may  be 
followed  more  fully  at  future  state  and  international 
conventions. 


THE  MINUTES  OF  THE  CONVENTION 


FIRST  SESSION  —  FRIDAY  AFTERNOON 

The  first  session  of  the  Eleventh  International  Sunday- 
school  Convention  was  held  at  Toronto,  Ontario,  Canada,  in 
the  Metropolitan  Methodist  Church,  at  3  p.m.  Friday,  June 
23,  1905,  and  was  opened  with  a  service  of  song,  led  by  Mr. 
Frederick  H.  Jacobs,  of  New  York,  the  convention  chorister. 

The  church  was  appropriately  decorated  with  British  and 
American  flaes  and  potted  plants,  and  was  almost  coinpletely 
filled  by  the  incoming  delegates,  lumdreds  of  visitors  being 
unable  to  secure  admission  MemVjers  of  the  International 
Executive  and  Lesson  Committees  occtipied  seats  on  the 
platform. 

Rev.  Benjamin  B.  Tyler,  D.D.,  of  Colorado,  president  of 
the  Tenth  International  Convention,  presided,  and  made 
the   opening  address. 

The  list  of  members  of  the  Nominating  Committee  was 
read  by  Mr.  Marion  Lawrance,  of  Ohio,  the  general  secretary. 


Alabama     .    . 
Arizona  .    .    . 
Arkansas    .    . 
California  (N.) 
California  (S.) 
Colorado     .    . 
Connecticut   . 
Delaware    .    . 
District  of  Columbia, 
Georgia  .    .    . 
Idaho      .    .    . 
Illinois    .    .    . 
Indian  Territor 
Indiana  .    .    . 
Iowa   .... 
Kansas   .    .    . 
Kentucky  .     . 
Maine      .     .     . 
Manitoba    .    . 
Maryland   .    . 
Massachusetts 
Michigan    .    . 
Minnesota.     . 
Missouri      .    . 
Montana     .    . 
Nebraska    .    . 
Nevada  .    .    . 
New  Brunswick 
Newfoundland 
New  Hampshire 
New  Jersey    . 
New  Mexico  . 
New  York 
North  Carolina 
North  Dakota 
Nova  Scotia 
Ohio    .    .    . 
Oklahoma 
Ontario  .    . 
Oregon   .    . 


Rev.  G.  W.  Patterson,  D.D.,  Montgomery 

Lloyd  B.  Christy,  Phoenix. 

S.  Q.  Sevier,  Camden. 

W.  G.  French,  San  Francisco. 

Rev.  Lew  D.  Barr,  Los  Angeles. 

Rev.  H.  R.  O'Malley,  Denver. 

S.  H.  Williams,  Glastonbury. 

I.  E.  Perry,  Wilmington. 

J.  H.  Lichliter,  Washington. 

Edw.  B.  Hook,  Augusta. 

Rev.  W.  H.  Bowler,  Shoshone. 

F.  A.  Wells,  Chicago. 
Lemuel  Paris,  Chelsea. 

W.  H.  Elvin,  Indianapolis. 

Hon.  A.  F.  N.  Hambleton,  Oskaloosa 

R.  M.  White,  Abilene. 

Rev.  J.  F.  Price,  Marion. 

Rev.  H.  L.  Caulkins,  Yarmouth ville. 

W.  H.  Irwin,  Winnipeg. 

Rev.  F.  H.  MuUineaux,  Federalsburg. 

John  Legg,  Worcester. 

E.  K.  Warren,  Three  Oaks. 

Mrs.  J.  E.  Hobart,  Minneapolis. 

P.  M.  Hanson,  St.  Louis. 

D.  B.  Price,  Stevensville. 
W.  E.  Nichol,  Minden. 
Rev.  C.  L.  Mears,  Reno. 
Rev.  J.  B.  Ganong,  Sussex. 

G.  A.  BulTet,  Grand  Bank. 

Rev.  R.  E.  Thompson,  Franklin  Falls. 
James  V.  Forster,  Jersey  City. 

E.  M.  BuUard,  Albuquerque. 
Benj.  Starr,  Homer. 

Thomas  P.  Johnston,  Salisbury. 
Rev.  P.  A.  Scott,  Grand  Forks. 
Peter  Fraser,  Pictou. 
Ed.  L.  Young,  Norwalk. 
Rev.  O.  W.  Rogers,  Medford. 
Rev.  W.  Frizzell,  Toronto. 
A.  A.  Morse,  Portland. 


394 


Pennsylvania 
Quebec  .  .  . 
Rhode  Island 
South  Carolina 
South  Dakota 
Tennessee  .  . 
Texas  .  .  . 
Vermont 


each 
Washington  (E 
Washington  (W 
West  Virginia 
Wisconsin 


TJic  Minutes  of  the  Convention  395 


Samuel  E.  Gill,  Pittsburg. 
J.  H.  Carson,  Montreal. 
\V.  B.  Wilson,  Providence. 
S.  B.  Ezell,  Spartanburg. 
B.  D.  Frederick,  Sioux  Falls. 
Alfred  D.  Mason,  Memphis. 
J.  M.  Allerdve,  San  Antonio. 
Rev.  W.  T.  Miller,  Grand  Isle. 


Virginia,  part  time    \  Rev.  A.  L.  Phillips,  D.  D.,  Richmond. 


W.  P.  Burrell,  Richmond. 
)  .    .   W.  Ralph  Coolev,  Spokane. 
)  .    .    Rev.  W.  C.  Merritt,  Tacoma. 
.    .   J.  C.  Bardall.  Moundsville. 
Luther  Davis,  Oshkosh. 


For  the  Negroes    .    .   W.  P.  Burwell,  Richmond,  Va. 

Rev.  Floyd  W.  Tomkins,  D.D.,  of  Pennsylvania,  conducted 
the  preparation  service  of  the  convention,  taking  as  the  basis 
of  his  remarks  Isaiah  6  :  1-8,  and  leading  the  audience  from 
time  to  time  in  re\erent  song  and  fer\-ent  prayer.  Mr. 
Jacobs  also  led  in  several  songs.  The  service  closed  with 
the  Lord's  Prayer  and  benediction  by  Dr.  Tomkins. 

SECOND  SESSION  —  FRIDAY  EVENING 
Massey  Hall 

The  second  session  of  the  convention,  Friday  evening, 
June  23,  being  a  "  twin  meeting,"  was  held  in  the  Massey 
Mttsic  Hall,  President  Tyler  presiding,  and  ^-as  opened  at 
7.30  o'clock  with  a  praise  serv'ice  conducted  by  Mr.  H.  M. 
Fletcher,  of  Toronto,  assistant  convention  chorister,  assisted 
bv  a  chorus  of  three  htmdred  voices,  organized  and  trained 
by  him. 

The  Scripture  was  read  by  Rev.  W.  G.  Wallace,  D.D.,  with 
prayer  by  Rev.  F.  H.  Perry,  D.D.,  both  of  Toronto.  The 
national  British  and  American  anthems  were  sung  by  the 
audience. 

The  President  introduced  the  Hon.  Justice  J.  J.  Maclaren, 
D.C.L.,  LL.D.,  of  Ontario,  chainnan  of  the  local  committee 
of  management,  to  present  those  who  should  make  the 
addresses  of  welcome. 

Justice  Maclaren  read  a  letter  from  the  Lord  Bishop  of 
Toronto,  expressing  regret  at  inability  to  attend. 

The  Chairman  then  presented  his  Honor,  William  Mor- 
timer Clark,  LL.D.,  K.C.,  Heutenant-govemor  of  the  Province 
of  Ontario,  who  made  an  address  of  welcome.  A  further 
address  of  welcome  was  made  by  his  Worship,  Thomas 
Urquhart,   mavor  of  Toronto. 

Responses  to  the  addresses  of  welcome  were  made  by 
Rev.  Alan  Hudson,  of  Ma.ssachusetts,  and  Rev.  Carey  Bonner, 
of  London,  England,  secretar>'  of  the  British  Sunday-School 
Union. 

Rev.  H.  M.  Hamill,  D.D.,  of  Tennessee,  introduced  Rev. 
Bishop  John  H.  Vincent,  D.D.,  LL.D.,  of  Indiana,  who  was 


39^  The  Elrvoith  Inter}iational  Convention 

accorded  the  Chautauqua  salute,  and  who  made  an  address 
on  "A  Forvrard  Look  for  the  Sunday-school." 

It  was  announced  that  all  the  day  sessions  arranged  for 
the  Metropolitan  Church  would  be  held  in  the  Massey  Hall, 
the  capacity  of  the  church  not  being  sufficient  to  accom- 
modate the  convention. 

SECOND  SESSION  —  FRIDAY  EVENING 
Metropolitan  Church 

The  "  twin  meeting  "  of  the  convention  for  Fridaj' 
evening,  June  23,  was  held  in  the  Metropolitan  ^lethodist 
Church,  Mr.  E.  R.  Machum,  of  New  Brunswick,  one  of  the 
international  vice-presidents,  presiding,  and  was  opened  at 
7.15  o'clock  with  an  organ  recital  by  F.  H.  Torrington,  ]\Ius. 
Doc,  organist  of  the  church.  Dr.  Torrington  also  conducted 
the  praise  service,  assisted  by  the  Metropolitan  choir  of  one 
hundred  voices. 

The  Scripture  was  read  by  Rev.  T.  B.  Hyde,  of  Toronto, 
and  prayer  was  offered  by  Rev.  W.  Sparling,  D.D.,  pastor 
of  the  church. 

The  presiding  officer  introdviced  Rev.  William  Frizzell, 
Ph.B.,  vice-chairman  of  the  local  committee  of  management, 
who  presented,  for  the  addresses  of  welcome,  Hon.  J.  W. 
St.  John,  M.P.P.,  speaker  of  the  legislative  assembly  of 
Ontario,  and  Rev.  Canon  H.  J.  Cody,  D.D.,  of  Toronto.     . 

Responses  to  the  addresses  of  welcome  were  made  by  Mr. 
E.  K.  Warren,  of  Michigan,  president  of  the  World's  Fourth 
Sunday-school  Convention,  and  Rev.  H.  H.  Bell,  D.D.,  of 
California. 

Rev.  Daniel  B.  Purinton,  D.D.,  of  West  Virginia,  made  an 
address  on  "  The  Relation  of  the  vSunday-school  to  the 
University." 

Mr.  F.  H.  Jacobs  then  sang  a  solo,  "  There  is  No  Night 
There." 

Rev.  William  Henry  Roberts,  D.D.,  LL.D.,  of  Pennsyl- 
vania, made  an  address  on  "  Individuality  and  Heredity  in 
the  Sunday-school." 

After  announcements,  the  session  closed  ^\ith  music  and 
the  benediction. 

THIRD  SESSION  —  SATURDAY  MORNING 

The  third  session  of  the  convention  assembled  in  Massey 
Hall,  pursuant  to  announcement,  Saturday  morning,  Jime 
24,  at  9  o'clock,  President  Tyler  presiding,  and  was  opened 
with  a  praise  and  prayer  service,  the  singing  being  led  by 
Chorister  Jacobs,  with  Scripttire  reading  by  Prof.  I.  Garland 
Penn,  of  Georgia,  and  prayer  by  Rev.  Sheldon  Jackson,  D.D., 
of  Alaska. 


The  Minnies  of  the  Convention  397 

Dr.  Hamill  announced  the  serious  illness  of  Mr.  John  R. 
Pepper,  of  Tennessee,  memlter  of  the  Lesson  Committee  and 
chairman  of  the  Executive  Committee's  sub-committee  on 
work  among  the  negroes;  and  on  his  motion,  seconded  by 
Professor  Penn,  of  Georgia,  the  president  was  directed  to 
send  a  telegram  of  sympathy  to  Mrs.  Pepper. 

William  A.  Duncan,  Ph.D.,  of  Xew  York,  chairman  of  the 
Committee  on  Home  Department  Work  of  the  International 
Executive  Committee,  made  a  report  on  the  condition  and 
progress  of  home  department  work. 

Mrs.  J.  Woodbridge  Barnes,  of  Xew  Jersey,  International 
Primary  and  Junior  secret ars',  made  a  report  upon  the  work 
of  the  International  Primarj-  and  Jimior  Department. 

Mrs.  Mar\-  Foster  Bryner,  of  Illinois,  international  field 
worker,  made  a  report  upon  the  work  of  the  International 
Convention  in  Mexico. 

Rev.  James  E.  Shepard,  M.D.,  of  North  Carolina,  inter- 
national field  worker,  made  a  report  upon  the  work  among 
the  negroes  in  the  South. 

Mr.  W.  C.  Pearce,  of  Illinois,  International  Teacher-Training 
secretary',  reported  the  work  of  teacher-training  in  the  inter- 
national field  during  the  triennium. 

Mr.  Marion  Lawrance,  of  Ohio,  international  general  sec- 
retan.-,  presented  his  triennial  report  of  the  work  in  the 
international  field  dviring  the  triennium,  together  with  the 
triennial  report  of  Svm day-school  statistics.  Both  of  these 
reports  were  distributed  to  the  audience  in  printed  form, 
and  Mr.  Lawrance  read  portions  of  the  former  with  brief 
comments. 

The  chairman  of  the  Executive  Com.mittee,  Mr.  W.  N. 
Hartshorn,  of  Massachusetts,  was  received  with  the  Chau- 
tauqua salute,  the  audience  rising,  and  presented  the  tri- 
ennial report  of  the  Executive  Committee. 

Mr.  Charles  Gallaudet  Trumbull,  of  Pennsylvania,  an- 
nounced the  serious  illness  of  Mrs.  Hartshorn,  and  on  his 
motion,  seconded  from  all  parts  of  the  house,  the  president 
was  directed  to  send  a  telegram  of  sympathy  and  remem- 
brance to  Mrs.  Hartshorn. 

Rev.  A.  F.  SchaufHer,  D.D.,  of  Xew  York,  secretary  of 
the  Lesson  Committee,  presented  the  triennial  report  of 
the  committee.  The  report  was  distributed  in  printed  form 
and  was  read  by  Dr.  Schauftler. 

The  Nominating  Committee,  through  Mr  S.  E.  Gill,  of 
Pennsvlvania,  chairman,  presented  as  its  nominee  for  presi- 
dent of  the  convention    the   Hon.   Justice  J.  J.   Maclaren, 


398  TJic  Elcvciiih  hiiertiaiiojial  Conz'ctiHon 

K.C.L.,   LL.D.,   member  of    the   Executive  Committee    for 
Ontario,  and  he  was  unanimously  elected. 

The  newly-elected  president  was  presented  to  the  conven- 
tion by  Rev.  John  Potts,  D.D.,  of  Ontario,  chairman  of  the 
Lesson  Committee,  and  was  welcomed  by  the  retiring  presi- 
dent. Dr.  Tyler.  President  Maclaren,  on  assuming  the  chair, 
made  a  brief  address. 

The  "  quiet  half-hour  "  was  conducted  by  Rev.  Dr.  Tom- 
kins,  after  which  the  session  adjourned. 

FOURTH  SESSION  —  SATURDAY  AFTERNOON 

The  fourth  session  of  the  convention,  Saturday  afternoon, 
June  24,  was  held  as  a  series  of  conferences  and  mass  meetings, 
as  follows: 

In  the  Metropolitan  Church,  from  1.45  to  3  o'clock,  a 
conference  of  pastors.  Rev.  Dewitt  M.  Benham,  of  Mary- 
land, presiding,  and  Rev.  Dr.  Schauffler  leading  the  dis- 
cussion. 

In  the  same  church,  from  3.15  to  4.45  o'clock,  a  conference 
of  superintendents,  Mr.  George  W.  Watts,  of  North  Caro- 
lina, presiding  and  General  Secretary  Lawrance  leading.  At 
this  conference  ten-mintite  talks  were  given  on  "  The  Adult 
Department,"  by  Mr.  Pierson  H.  Bristow,  of  the  District 
of  Columbia;  on  "  The  Program,"  by  Mr.  William  Johnson, 
of  Ontario;  and  on  "  Building  Up  a  City  School,"  by  Mr. 
E.  C.  Knapp,  of  Connecticut;  followed  by  a  discussion  led 
by  Mr.  Lawrance. 

In  the  Bond  Street  Congregational  Church,  from  2  to  4 
o'clock,  a  conference  on  primary  and  junior  work,  Mr.  W.  J. 
Semelroth,  of  Indiana,  presiding,  and  Mrs.  J.  Woodbridge 
Barnes  leading.  At  this  conference,  after  devotional  service, 
led  by  Mr.  A.  H.  Mills,  of  Illinois,  Mrs.  James  L.  Hvtghes,  of 
Ontario,  president  of  the  International  Kindergarten  Union, 
made  an  address  on  "  The  Co-operation  Between  Home  and 
School,"  Prof.  A.  B.  Van  Ormer,  B.D.,of  Pennsylvania,  made 
an  address  on  "  The  Age  of  Spiritual  Awakening,"  and  Miss 
L.  A.  Emery,  of  Minnesota,  made  an  address  on  "  Training 
and  Developing  Teachers." 

In  the  Jarvis  Street  Baptist  Church,  from  2  to  4  o'clock,  a 
conference  on  the  Home  Department,  Mrs.  Flora  V.  Stebbins, 
of  Massachusetts,  presiding  and  leading.  At  this  confer- 
ence addresses  were  made  by  Mr.  C.  D.  Meigs,  of  Texas;  Mrs. 
Phabe  Curtis,  of  Ohio;  Mrs.  J.  R.  Simmons,  of  New  York; 
Rev,  E.  W.  Halpenny,  <jf  Indiana;  Mr.  E.  C.  Knapp,  of 
Connecticut;  Rev.  T.  C.  Gebauer,  of  Kentucky;  Mr.  C.  E. 
Hauck,  of  Illinois;  Mr.  W.  G.  Landes,  of  Pennsylvania, 
and  Rev.  James  A.  Worden,  D.D.,  of  Penns^dvania. 


The  MiuuliS  of  the  Cofivciitioti  399 

In  Cooke's  Church  (Presbyterian),  from  3  to  4.45  o'clock, 
a  conference  on  temperance  in  the  Sunday-school,  Rev. 
John  Potts,  D.D.,  presiding,  and  Mrs.  Zillah  Foster  Stevens, 
of  Missouri,  leading.  At  this  conference  addresses  were 
made  bv  Dr.  Potts,  Mrs.  Wilbur  F.  Crafts,  of  the  District  of 
Columbia:  Rev.  F.  X.  Peloubet,  D.D.,  of  Massachusetts;  Mr. 
David  C.  Cook,  of  lUinois;  Mrs.  Marv  Foster  Bryner,  of 
Illinois;  and  Mr.  Charles  Gallaudet  Trumbull,  of  Pennsyl- 
vania. 

In  the  schoolroom  of  the  Knox  Presbyterian  Church,  at 
2  o'clock,  a  conference  on  Chinese  mission -school  work, 
conducted  by  Rev.  R.  P.  Mackay,  D.D.,  of  Toronto.  Ad- 
dresses were  made  by  a  number  of  Toronto  pastors  and 
workers. 

Five  mass  meetings  of  children  were  also  held  at  3  o'clock. 
At  each  meeting  there  was  a  program  of  vocal  and  instru- 
mental music,  with  responsive  Scripture  readings  and  other 
exercises  by  the  children.  Each  child  in  attendance  received 
a  souvenir  card  of  pressed  flowers  from  Palestme.  with  the 
comphments  of  Mr.  W.  X.  Hartshorn,  chairman  of  the 
International    Executive    Committee. 

The  assignments  for  the  meetings  were  as  follows: 

Massev  Hall,  Hon.  J.  P.  Whitney,  premier  of  Ontario, 
presiding.  Mrs.  Mary  Foster  Br\-ner,  Peoria,  111.,  and  Rev. 
John  C.   Carman,   Denver,  Col.,  speakers. 

Dunn  Avenue  Presb\-terian  Church,  Judge  John  Win- 
chester presiding.  Rev.' Archibald  Forder,  Jerusalem,  Pales- 
tine, and  the  Rev.  Joseph  Clark,  D.D.,  Columbus,  Ohio, 
speakers. 

Walmer  Road  Baptist  Church,  his  AVorship  Mayor  Thomas 
Urquhart  presiding.  Mr.  Frank  L.  Brown,  Brooklyn,  X.  Y., 
and  Rev.  Archibald  Forder,   Jerusalem,  Palestine,  speakers. 

St.  Paxil's  Church  of  England,  Rev.  Dr.  Albert  Carman 
presiding.  Bishop  John  H.  Vincent,  D.D.,  LL.D.,  Indian- 
apolis, Ind.,  and  Rev.  Carey  Bonner,  London,  England, 
speakers. 

Woodgreen  Methodist  Church.  Mr.  A.  E.  Kemp,  M.P., 
presiding.  Mr.  H.  J.  Heinz,  Pittsburg,  Pa.,  and  Rev. 
H.  M.  Hamill,  D.D.,  Xash\'ille,  Tenn.,  speakers. 

FIFTH  SESSION  —  SATURDAY  EVENING 

The  fifth  session  of  the  convention  met  in  Massey  Hall  on 
Saturday  evening,  June  24,  at  7.30  o'clock,  President  Mac- 
laren  in  the  chair. 

After  singing,  led  bv  Chorister  Jacobs  and  the  convention 
choir,  the  Scripture  was  read  by  "Mr.  W.  G.  Breg,  of  Texas, 
and  prayer  was  offered  by  Rev.  C.  L.  Mears,  of  Xevada. 

Prof.  Frank  Knight  Sanders,  Ph.D., of  Connecticut,  made  an 
address  on  "  The  Svmday-school  as  an  Evangelistic  Force." 


400  The  Eleventh  Intcrvatio'nal  Conveniion 

Prof.  George  W.  Richards,  D.D.,  of  Pennsylvania,  made  an 
address,  giving  "  An  Historic  View  of  the  Sunday-school." 

Rev.  H.  M.  Hamill,  D.D.,  of  Tennessee,  made  an  address 
on  "  The  Sunday-school  as  an  Educational  Force." 

A  solo  was  svmg  by  Chorister  Jacobs,  upon  request. 

After  notices  by  the  president  and  Rev.  C.  R.  Blackall, 
D.D. ,  director  of  the  convention  exhibit ,  the  session  adjoiimed, 
with  prayer  by  Rev.  J.  S.  Stahr,  D.D.,  of  Pennsylvania, 
member  of  the  Lesson  Committee. 

SIXTH  SESSION  — SUNDAY  MORNING 

The  service  Sunday  morning,  June  25,  from  9  to  10  o'clock, 
in  the  Metropolitan 'Church,  was  one  of  prayer  and  fellow- 
ship, conducted  by  Dr.  Tomkins. 

At  the  morning' and  evening  services  in  the  churches  the 
pulpits  were  occupied  by  the  convention  delegates  and 
visitors,  the  general  theme  of  sermons  and  addresses  being 
"  Winning  a  Generation." 

In  the  afternoon  many  of  the  Sunday-schools  were  visited, 
the  delegates  participating. 

SEVENTH  SESSION  —  MONDAY  MORNING 

The  seventh  session  of  the  convention  was  opened  in 
Massey  Hall  on  Mondav  morning,  June  26,  at  9  o'clock, 
President  Maclaren  in  the  chair,  and  was  opened  with  sing- 
ing, led  bv  Chorister  Jacobs,  Scripture  reading  by  Mr.  Seward 
V.  Cofhn,'  of  Connecticut,  and  prayer  by  Rev.  H.  S.  Tralle, 
of  Missouri. 

The  convention  entered  upon  the  consideration  of  the 
report  of  the  Lesson  Committee. 

Addresses  were  made  by  Rev.  John  T.  'McFarland,  D.D., 
of  New  York,  corresponding  secret arv"  of  the  Sunday-school 
Union  of  the  Methodist  Episcopal  Church,  and  by  Rev.  I.  J. 
Van  Ness,  D.D.,  of  Tennessee,  editor  of  the  southern  Baptist 
Sundav-school   publications. 

Afte'r  singing*  it  was  voted  that  all  those  participating  ni 
the  debate  shall  speak  from  the  platform. 

Bv  request  of  the  Chair,  that  part  of  the  Lesson  Commit- 
tee'.s'  report  deaUng  with  an  advanced  course  was  read  liy 
Dr.   Tvler,   who  moved: 

That  the  convention  instruct  the  Lesson  Committee,  on 
account  of  the  widespread  agitation  and  desire  for  an  ad- 
vanced course  of  Bible  lessons,  to  prepare  such  lessons,  said 
course  to  be  optional. 

Dr.  Hamill  moved,  in  substitution: 

That  the  Lesson  Committee  is  hereby  instructed  to  con- 
tinue the  lesson    system    as    at    present    existing,  viz.,  the 


TIic  Miinttcs  of  the  Com'cntioii  401 

beginners'  course  and  the  unifonu  lesson  for  all  other 
grades  of  the  school. 

Rev.  Ernest  Bourner  Allen,  D.D.,  of  Ohio,  yielded  his  time 
on  the  program,  and  the  time  of  debate  was  extended  accord- 
ingly. 

Addresses  in  stipport  of  one  or  the  other  of  these  propo- 
sitions were  alternately  made  bj''  Dr.  SchaniTler,  Dr.  liamill, 
Prof.  E.  P.  St.  John, 'of  Connecticut;  Mr.  C.  D.  Meigs,  of 
Texas;  Rev.  Edward  G.  Read,  D.D.,  of  New  Jersey;  Robert 
R.  Doherty,  Ph.D.,  of  Xew  Jersey;  Rev.  Henry  C.  McCook, 
D.D.,  of  Pennsylvania:  R.  E.  Magill,  of  Virginia,  and  Prof. 
I.  B.  Burgess,  of  Illinois.  Rev.  John  Potts,  D.D.,  of  Ontario, 
made  an  address  summing  up  the  discussion. 

The  niotion  of  Dr.  Tyler  and  the  substitute  of  Dr.  Hamill 
were  read.  During  the  singing  of  "  Blest  be  the  Tic  that 
Binds  "  all  visitors  not  delegates  were  requested  to  withdraw 
froni  the  delegates'  seats.  Rev.  George  R.  Merrill,  D.D.,  of 
^Minnesota,  led  the  convention  in  prayer. 

The  vote  on  Dr.  Hainill's  motion  was  taken  viva  voce,  and 
a  division  was  called  for. 

A  rising  vote  was  taken;  Mr.  E.  K.  Warren,  of  Michigan, 
Dr.  Merrill,  Jvidge  John  Stites,  of  Kentucky,  Rev.  J.  A. 
Worden,  D.D.,  of  Pennsylvania,  and  Mr.  W.  A.  Eudaly,  of 
Ohio,  were  appointed  tellers.  The  president  annovmced 
that  the  vote  stood  as  follows:  617  for  the  substitute  and 
60 r  against.     The  substitute  was  declared  carried. 

On  motion  of  Judge  Stites,  it  was 

Resolved,  That  the  selection  of  the  place  for  the  next  meet- 
ing of  this  convention  be  made  a  special  order  for  Tuesday, 
June  27,  1005,  at  11. 10  a.m. 

That  nominating  speeches  be  limited  to  five  minutes  each, 
and  all  seconding  speeches  to  two  minutes. 

That  the  vote  be  taken  at  11.40,  and  if  no  place  receives 
a  majority  on  the  first  vote,  only  the  two  receiving  the  highest 
number  be  considered  thereafter. 

On  a  point  of  order  raised  by  Dr.  McCook  and  others,  that 
the  motion  of  Dr.  Tyler  as  amended  had  not  been  put  and 
carried,  the  Chair  ruled  that  the  adoption  of  the  substitute 
carried  with  it  the  settlement  of  the  question  involved  in  the 
original  motion.  — 

Principal  Robert  A.  Falconer,  Litt.D.,  LL.D.,  of  Xova 
Scotia,  niade  an  address  on  "  Teacher  Training." 

The  Nominating  Committee,  through  Mr.  S.  E.  Gill,  of 
Pennsylvania,  inade  its  report,  and  upon  their  recommenda- 
tion the  officers  named  were  unanimously  elected.  (See 
the  Official  Register.) 

At  this  point  Dr.  Hamill  was  recognized  by  the  Chair.  He 
said:  "  The  International  Sunday-school  Convention  has 
always  been  a  unit,  and  it  must  remain  so.     I  had  no  idea 


402  The  Elcvcutli  International  Convention 

that  so  manv  of  the  delegates  desired  the  optional  advanced 
course.  As  the  framer  of  the  resolution  that  has  been  carried, 
I  wish  to  offer  this:  '  In  view  of  the  fact  that  so  large  a 
proportion  of  the  delegates  do  ask  for  an  advanced  lesson, 
I  move  that  the  request  of  the  minority  of  the  convention 
be  granted,  and  that  the  Report  of  the  Lesson  Committee 
be  adopted.'  "  ■         c 

A  vote  was  taken,  and  with  only  one  "  no,"  the  motion  of 
Dr.  Hamill  was  declared  carried. 

[Inasmuch  as  that  "no"  came  by  a  misunderstanding 
from  one  of  the  speakers  who  had  stoutly  espoused  the  ad- 
vanced course,  the  vote  goes  down  to  history  as  unanimous. 
—  Ed.] 

EIGHTH  SESSION  —  MONDAY  AFTERNOON 

The  eighth  session  of  the  convention,  Monday  afternoon, 
Tune  26,  was  opened  with  singing,  under  the  leadership  of 
Professor  Jacobs.  Rev.  C.  H.  Heustis,  of  Alberta,  read  the 
Scriptures,  and  all  joined  with  him  in  the  Lord's  Prayer. 

The  session  was  called  to  order  by  President  :Maclaren. 
The  report  of  the  Committee  on  the  Execiitive  Committee's 
Report  was  read  by  George  W.  Watts,  of  North  CaroHna,  as 
follows : 

To  THE  Members  of  the  Ixter.\.\tiox.\l  Si-xd.\y-school 
Associ.ATiox: 

Your  committee  appointed  to  pass  upon  the  recommenda- 
tions made  to  the  convention  in  the  Report  of  the  Executive 
Committee   respectfully   submit   the   following: 

First,  your  committee  recommends  that  the  name  of 
this  bodv'be  changed  from  "  Convention  "  to  "  Association," 
as  recommended,  and  that  proper  steps  be  talcen  for  incor- 
poration. It  is  also  suggested  that  in  incorporating  the 
Association  the  charter  be  taken  out  tinder  the  laws  of  a. 
state  or  province  which  will  permit  the  holding  of  the  tri- 
ennial and  other  meetings  without  restriction  as  to  locality 
and  that  this  matter  be  referred  to  a  special  committee. 

Second,  your  committee  is  of  the  opinion  that  there  com- 
mendation to  raise  not  less  than  850,000  per  year  for  three 
years,  for  the  purpose  of  meeting  the  increased  demand  for 
trained  men  and  women  in  the  work  of  the  Association  is, 
considering  the  excellent  condition  of  the  organization  and 
the  wealth  and  character  of  its  constituents,  a  reasonable 
recommendation,  and  that  an  earnest  effort  be  made  to 
raise  this  sum. 

Third,  vour  committee  is  of  the  opinion  that  it  is  desirable 
to  interest  to  the  greatest  extent  possible  the  Christian 
business  men  of  the  continent,  that  Ave  may  have  their  coun- 
sel and  financial  support,  and  earnestly  recommend  that 
the  Executive  Committee  pursue  such  a  course  as,  in  the 
judgment  of  its  members,  will  best  accomplish  this  result, 


The  Minutes  of  the  Convciitton  403 

leaving  it  to  the  Executive  Committee  to  determine  from 
time  to  time  the  best  course  to  pursue,  but  that  no  fimds 
of  the  Association  shall  be  used  for  this  purpose. 

Fourth,  the  dissemination  of  information  covering  the 
work  that  has  been  done,  and  the  plans  for  the  future,  will 
increase  the  interest  of  our  constituency  and  bring  to  us 
additional  support.  "We  therefore  recommend  the  publi- 
cation of  the  work  recommended  by  the  Executix^e  Com- 
mittee, but  that  the  issue  be  limited  to  the  number  of  copies 
that  can  be  effectively  placed. 

Fifth,  the  idea  of  an  international  Sunday-school  building 
is  a  good  one,  but  we  recommend  that  its  disadvantages  as 
well  as  its  advantages  be  carefully  considered  and  reported 
upon  at  the  next  convention. 

Sixth,  we  desire  to  commend  the  faithful  and  constant 
service  of  the  Executive  Committee,  the  Secretaries,  and 
emplovees  of  the  Association.  We  also  congratulate  the 
converition  on  the  thorough  business  methods  that  enter  into 
the  conduct  of  its  affairs,  and  recommend  that  as  rapidly  as 
possible  the  Association  be  centralized,  so  that  a  strong  man, 
with  competent  assistance,  may  be  continually  in  touch, 
through  the  central  office,  with  all  departments  of  the  work 
throughout  the  field. 

Respectfullv  submitted, 

F.  A.  Wells. 
Geo.  "W.  W.\tts. 
XoRM.^x  T.  Arxold. 

After  a  brief  discussion  it  was  voted  that  the  last  words  — 
"  That  this  matter  be  referred  to  the  special  committee  "  — 
be  stricken  out.  It  was  decided  to  vote  upon  the  report  by 
clauses. 

It  was  moved  that  the  first  clause  be  adopted  as  amended. 

!kIoved,  to  amend  this  motion  by  the  substitution  of  the 
word  "  jurisdiction  "  for  the  words  "  state  or  province." 
The  amendment  being  accepted,  the  motion  was  carried. 

The  second,  third,  fourth,  fifth  and  sixth  clauses  were 
then  adopted  in  order. 

Mr.  Hartshorn  announced  that  the  Report  of  the  Eleventh 
International  Convention  would  l)e  published  in  connection 
with  a  "  History  of  the  Development  of  the  Sunday-school, 
1780  to  1005,"  and  that  the  prospectus  of  the  book,  answering 
all  ([uestions,  would  be  distributed  at  once. 

The  report  of  the  trea.surer  was  then  read  l)y  Dr.  George 
W.   Bailey,  of  Pennsj^lvania. 


The  report  of  the  Auditing  Committee  was  read  by  George 
W.  Watts,  of  North  CaroHna.  as  follows: 

The  committee  to  audit  the  treasurer's  account  have 
examined  the  books  and  vouchers  and  found  them  correct 
and   the  balance    in    bank   the    same    as    reported.      Your 


404  The  Elcvciitli  I }itcr national  Convention 

committee  desire  to  express  their  appreciation  of  the  careful 
and  painstaking  manner  in  which  the  accounts  of  the  con- 
vention are  kept.  It  is  evident  that  our  Treasurer  devotes 
much  time  and  thoitght  to  the  financial  interests  of  our  work. 
In  frequent  times  of  need  we  are  indebted  to  him  for  large 
financial  advances,  and  we  cannot  refrain  from  siiggesting 
that  if  those  who  make  pledges  would  pay  more  promptly 
our  Treasurer  would  be  saved  much  embarrassment  and 
anxiety. 

Respectfully  submitted, 

Geo.  W.  Watts. 

Frank  A.  Smith. 

Wm.  H.  Benson. 

It  was  voted  to  adopt  the  report  of  the  treasvirer. 

Five-minute  addresses  on  "  Toronto  1881-1905,  a  Retro- 
spect and  the  Prospect,"  were  then  given  as  follows:  Gen. 
B.  W.  Green,  of  Arkansas;  Rev.  M. 'C.  B.  Mason,  D.D.,  of 
Ohio;   and  Rev.  H.  M.  Hamill,  D.D.,  of  Tennessee. 

After  singing  "  Blessed  Asstirance,"  Marion  Lawrance 
made  an  address  on  "  The  Future:  Our  Needs  and  How  to 
Meet  Them."  Before  calling  for  pledges  he  asked  Dr. 
Hamill  to  offer  prayer.  Pledges  amounting  to  $57,893.50 
were  then  received.  The  session  closed  with  singing  and 
prayer. 

NINTH  SESSION  ~  -  MONDAY  EVENING 
Massey  Hall 

The  ninth  session  of  the  convention,  Monday  evening. 
Tune  26,  was  opened  bv  a  praise  service  led  by  Professor 
Fletcher. 

Mr.  J.  F.  Drake,  of  California,  read  the  Scriptures,  and 
Dr.  John  Potts,  of  Toronto,  offered  prayer. 

After  singing  by  the  choir,  an  address  on  "  Reverence  in 
the  Svmday-school  "  was  given  bv  Rev.  Elson  I.  Rexford, 
M.A.,  LL.D.,  of  Quebec. 

The  choir  again  sang,  and  the  Rev.  Levi  Gilbert,  D.D.,  of 
Ohio,  addressed  the  convention  on  "  The  Relation  of  the 
Religious   and  Secular   Press  to  the   Sunday-school." 

Professor  Jacobs  spoke  in  ^varm  praise  of  the  delightful 
fellowship  and  co-operation  which  Dr.  Torrington  and  Pro- 
fessor Fletcher  had  given  in  the  music  of  the  convention, 
referring  especially  to  the  organ  recitals  at  the  Metropolitan 
Church  by  Dr.  Torrington,  and  to  the  splendid  work  of  the 
chorus  tmder  the  direction  of  Professor  Fletcher.  He  moved 
a  vote  of  thanks  to  Dr.  Torrington,  to  Professor  Fletcher 
and  the  choir.  The  motion  Avas  unanimously  and  enthu- 
siastically passed. 

After  singing  by  the  chorus,  the  benediction  was  pronounced 
by  Canon  Dixon. 


TJic  Minutes  of  the  Convention  405 

NINTH   SESSION  —  MONDAY  EVENING 
Metropolitan  Church 

The  "  twin  meeting  "  for  Monday  evening,  Jvine  26,  was 
held  in  the  Metropolitan  Church,  George  W.  Penniman,  of 
Massachusetts,  presiding,  and  was  opened  by  an  organ  re- 
cital by  F.  H.  Torrington,  Mus.  Doc,  followed  by  a  praise 
service  led  bv  Professor  Jacobs. 

Rev.  E.  L'.  Marsh,  of  Water^'ille,  Me.,  read  the  scripture 
lesson,  and  prayer  was  offered  by  Hon.  Noah  Shakespeare, 
of  Victoria,  B.  C. 

Addresses  were  made  as  follows: 

Bv  Rev.  Henr>'  C.  McCook,  D.D.,  LL.D.,  of  Pennsylvania, 
on  "'The  Old  Guard";  bv  President  William  Douglass  Mac- 
kenzie, D.D.,  of  Connecticut,  on  "The  Relation  of  the 
Sundav-school  to  the  Art  of  Teaching";  and  by  Rev.  James 
Atkins',  D.D.,  of  Tennessee,  on  "  The  Kingdom  m  the  Cradle. 

TENTH  SESSION  —  TUESDAY  MORNING 

The  tenth  session  of  the  convention,  Tuesday  morning. 
Tune  27,  was  opened  by  a  praise  service  under  the  leadership 
of  Professor  Jacobs.  ,  x  ,      j  j 

Rev.  Adam  D.  Archibald,  of  Prince  Edward  Island,  read 
the  Scriptures,  and  prayer  was  offered  by  the  Hon.  E.  R. 
Burkholder,  McPherson,  Kan.  ^^  . 

After  singing  "  'Tis  the  Blessed  Hour  of  Prayer,  Chair- 
man Maclaren '"introduced  Mr.  Marshall  A.  Hudson,  of  New- 
York,  president  of  the  Baraca  Union  of  America,  who  made 
an  address  on  "  Adult  Classes  and  "Work  for  Men." 

A  conference  on  adult  classes  and  work  for  men  was  con- 
ducted by  Mr.  McKenzie  Cleland,  of  IlUnois.  .  Many  ques- 
tions were  asked,  receiving  prompt  and  suggestive  rephes. 

"  I  Love  to  Tell  the  Storv  "  was  sung,  and  Mr.  Hartshorn 
announced  that  the  Executive  Committee  had  appointed  a 
sub-committee  on  adult  Bible-class  work. 

Rev.  George  B.  Stewart,  D.D.,  of  New  York,  made  an 
address  on  "  The  Sunday-school  and  the  Minister's  Training." 

Mr.  E.  K.  Warren,  of  Michigan,  was  then  introduced,  and 
spoke  of  the  new  plans  which  had  been  discussed  by  the 
Executive  Committee  in  regard  to  the  broadening  of  the 
work,  emphasizing  epecially  the  great  opening  at  present  m 
Japan.  . 

Mr.  Heinz  spoke  further  of  this  new  opportunity,  at  the 
same  time  pledging  Si. 000  a  vear  for  three  j-ears  for  this 
special  work.  Dr. '  Joseph  Clark,  of  Ohio,  also  spoke,  em- 
phasizing the  need  of  making  the  most  of  the  present  great 
opportunity.  Additional  pledges  were  then  taken  by  Mr. 
Lawrance,  'amounting  to  $3,600.  When  this  was  annoiinced 
the  entire  audience  rose,  and  sang  "  Praise  God,  from  Whom 
All  Blessings  Flow." 

The  Chair  annoimced  that  invitations  for  the  twelfth 
international  convention,    iqo8,  had  l)een   received  by  the 


4o6  The  ElcvcutJi  International  Convention 

president  from  Hot  Springs,  Ark.,  Louisville,  Ky.,  San  Fran- 
cisco, Cal.,  and  Winona  Lake,  Ind.  Speakers  presenting 
motions  to  accept  the  invitations  were  limited  to  five  minutes. 
The  Chairman  here  read  the  following  rules:  "  Speakers 
presenting  invitations  shall  be  given  five  minutes  only. 
Speakers  seconding  or  speaking  to  the  invitations  shall  be 
limited  to  two  minutes."  F.  W.  Thompson,  of  Arkansas, 
spoke  for  Hot  Springs,  Rev.  C.  R.  Hemphill,  D.D.,  of  Ken- 
tucky, for  Louisville,  Rev.  H.  H.  Bell,  D.D.,  of  CaHfornia, 
for  San  Francisco,  and  W.  C.  Hall,  of  Indiana,  for  three  min- 
utes for  Winona  Lake,  asking  that  the  other  two  minutes 
be  given  to    Bishop    Vincent. 

Gen.  B.  W.  Green,  of  Arkansas,  seconded  the  motion  in 
favor  of  Hot  Springs,  Dr.  Ogden,  of  Kentucky,  for  Louis- 
ville, Mr.  Ernest  Dav,  for  California,  and  Rev.  Dr.  Potts  for 
Winona  Lake.  The 'Chairman  then  read  the  following  reso- 
lution of  the  Executive  Committee: 

Resolved:  "  Thai  the  location  of  the  next  convention 
should  be  made  with  a  view  to  the  best  interests  of  the  entire 
field  and  work  of  our  Association." 

A  trial  vote  was  then  taken,  and  Hot  Springs  having  de- 
cidedly the  smallest  number,  the  champions  of  this  place 
withdrew  the  name. 

A  vote  then  taken  resulted  as  follows:  Winona  Lake,  363; 
Louisville,  430;    San  Francisco,  432. 

It  was  moved  by  Dr.  Clark,  of  Ohio,  that  the  vote  be  taken 
by  states.  The  Chair  ruled  him  out  of  order.  An  appeal 
was  made,  but  the  decision  of  the  Chair  was  unanimously 
sustained. 

A  final  vote  was  then  taken.  Winona  Lake  Avas  with- 
drawn. vSan  Francisco  received  469  votes  and  Louisville  647. 
Dr.  Bell,  of  California,  moved  that  the  vote  be  made  unani- 
mous for  Louisville.  This  motion  was  seconded  by  Gen. 
Green,  of  Arkansas,  and  by  Mr.  Hall,  of  Indiana,  and  was 
unanimouslv  carried. 

Announcements  were  made  by  the  Chair,  who  stated  that 
the  "  Quiet-Hour,"  under  the  'leadership  of  Dr.  Tomkins, 
which  ~\vas  crowded  out  of  the  morning  session,  would  be 
given  the  place  at  3  o'clock.  The  session  closed  with  the 
benediction. 

ELEVENTH  SESSION  —  TUESDAY  AFTERNOON 

The  eleventh  session  of  the  convention,  Tuesday  after- 
noon, June  27,  was  opened  by  devotional  service  led  by 
Professor    Jacobs. 

The  Chairman  presented  Prof.  Martin  G.  Brumbaugh, 
Ph.D.,  of  Pennsvlvania,  who  made  an  address  on  "  The 
Relation  of  the  Teacher  to  the  Course  of  Study  in  the  Sunday- 
school." 

Rev.  W.  H.  Geistweit,  D.D.,  of  Illinois,  addressed  the  con- 
vention on  "  The  Place  and  Power  of  Memorized  Scripture." 


The  Minutes  of  the  Convoition  407 

The  foUow-ing  Committee  on  Resolutions  was  appointed  by 
the  Chair;  Rev.  DeWitt  M.  Benham,  of  Maryland;  Rev.  J. 
C.  Carman,  of  Colorado;  C.  G.  Trumbiill,  of  Pennsylvania; 
Rev.  H.  H.  Bell,  of  California;  John  Legg,  of  Massachusetts, 
and  H.  P.  Moore,  of  Ontario. 

Mr.  Waterman  reported  for  the  committee  appointed  by 
the  Executive  Committee  to  carry  their  sympathy  to  the 
delegation  from  Indian  Territorv  in  regard  to  the  member 
of  the  Executive  Committee  from  that  place  who  had  suf- 
fered a  stroke  of  paralvsis  since  coming  to  Toronto.  Mr. 
Waterman  reported  that  ^Ir.  Stretch  had  just  i)assed  away, 
without  regaining  consciousness. 

Dr.  Tomkins  \hen  took  charge  of  the  "  Quiet  Hour," 
choosing  for  his  subject  "  Crosses." 

Rev.  T-  C.  Carman,  general  secretary  of  the  Colorado 
Sunday-school  Association,  then  addressed  the  convention 
on  "  Evangelistic  Work." 

Z^Ir.  Hartshorn  made  a  further  announcement  in  regard 
to  the  pubUshed  report,  speaking  of  the  outlook  for  the 
World's  Fifth  Convention  at  Rome  in  1907. 

The  following  was  read  bv  the  Chairman: 

"  This  is  to  certify  that  at  a  meeting  of  the  Executive  Com- 
mittee appointed  bvthe  International  Sunday-school  Associa- 
tion at  its  session  of  1905  at  Toronto,  called  for  the  purpose  of 
organization,  W.  X.  Hartshorn,  of  Massachusetts,  was  unani- 
mously nominated  as  chairman  of  the  committee  for  the 
ensuing  triennium." 

Signed,  George  R.  Merrill,  Secretary. 

Toronto,  June  27,  1905. 

Mr.  Hartshorn  v.-as  unanimously  elected  chairman  of  the 
Executive  Committee. 

The  benediction  was  pronounced  by  Professor  Jacobs. 

TWELFTH  SESSION  —  TUESDAY  EVENING 
Massey  Hall 

The  twelfth  session  of  the  convention,  Tuesday  evening, 
June  27,  was  opened  by  praise  service  led  by  Professor 
Fletcher  and  the  chorus. 

Rev.  Hiram  Hull,  of  Manitoba,  read  the  Scriptures.  Mr. 
T.  S.  Sims,  of  Xew  Brunswick,  offered  prayer.  The  chorus 
sang  the  famous  "  Glory  "  song. 

The  Rev.  DeWitt  M.  Benham,  Ph.D.,  of  Maryland,  re- 
ported for  the  Committee  on  Resolutions  as  follows: 

Your  Committee  on  Resolutions  would  respectfully  submit 
the  following  report :  ,  ,      •      1 

Resolved:  i.  That  the  Executive  Committee  be  authorized 
to  appoint  at  its  discretion  any  committees  which,  m  their 
judgment,  are  necessar>'  for  carrying  out  the  work  of  this 
convention. 


4o8  Tlw  Eleventh  International  Convention 

2.  In  view  of  our  conviction  that  the  teacher  is  the  heart 
of  the  Sunday-school  situation,  and  that  the  training  and 
equipment  of  the  teacher  is  of  more  momentoiis  importance 
to  the  progress  and  success  for  which  this  Convention  stands 
than  any  other  matter  with  which  we  ha\-e  to  deal,  not 
excepting  such  matters  as  organization,  architecture,  grading, 
or  even  "the  lesson  system  itself,  we  heartily  comm.end  the 
growing  attention  which  is  being  given  to  the  systematic 
training  of  the  teacher,  and  the  action  of  the  Executive 
Committee  in  creating  and  appointing  an  International  Com- 
mittee on  Education  and  an  International  Teacher-Training 
Secretary,  and  we  cordially  endorse  every  proper  step  that 
is  being  taken  by  our  Committee  on  Edvication  and  our 
Teacher-training  Secretary'  to  arouse  widespread  interest 
in  the  need  of  better  teaching,  and  to  disseminate  information 
as  to  how  better  teaching  can  be  attained. 

3.  That  we  heartily  approve  and  commend  the  forward 
movements  as  outlined  by  our  worthy  chairman,  Mr.  W.  N. 
Hartshorn,  inchiding  the  incorporation  of  the  Association, 
the  raising  of  $5o;ooo  a  year  for  the  triennium,  the  wide- 
spread circulation  and  sale  of  the  official  report,  and  the 
commission  of  business  men  to  visit  and  confer  with  business 
men  of  various  cities  about  the  importance  and  financial 
needs  of  our  great  and  expanding  international  work. 

4.  That  this  Convention  regards  with  sincerest  gratitude 
to  our  Heavenly  Father  the  growing  generosity  of  the  states, 
provinces,  territories  and  individuals  in  their  financial 
support  of  organized  international  work,  and  especially  in 
pro\iding  financial  means  for  extending  this  work  among 
the  negroes  of  the  South  and  to  the  people  of  Mexico  and 
Japan. 

5.  That  the  hearty  thanks  of  this  Convention  be  extended 
to  Prof.  F.  H.  Jacobs  and  Mr.  H.  M.  Fletcher  for  their  inspir- 
ing leadership  in  our  service  of  praise,  to  Dr.  F.  H.  Torrington 
for  his  masterly  organ  recitals  given  daily  at  the  Metropoli- 
tan Church,  and  to  the  trained  choirs  whose  voluntary  serv- 
ices have  so  effectively  enhanced  the  musical  character  of 
the  evening  sessions. 

6.  That  "this  Convention  desires  to  express  its  appreciation 
of  the  exposition  of  Sunday-school  supplies  and  helps,  shown 
under  the  arrangement  and  direction  of  Rev.  C.  R.  Blackall, 
D.D.,  and  the  exhibition  of  the  historical  sacred  paintings, 
so  kindly  loaned  by  Mr.  John  Wanamaker. 

7.  That  the  thanks  of  this  Convention  are  extended  to 
the  city  of  Toronto  for  the  noble  hospitality  of  her  citizens, 
their  cordial  and  heartfelt  interest  in  the  cause  which  we 
represent  and  in  the  sessions  of  this  convention;  to  the 
ministers  and  churches  for  their  co-operation  in  making  the 
convention  a  success,  and  the  cheerfulness  with  which  they 
have  offered  their  buildings  to  the  use  of  the  convention,  and 
their  pulpits  to  our  representatives;  to  the  directors  of 
Massey  Hall  for  the  privilege  of  meeting  in  that  excellent 


The  Minnies  of  the  Convention  409 

auditorium;  to  his  Honor  the  Lieutenant-governor,  his 
"Worship  the  Mayor,  and  his  Honor  the  S]ieaker  oi  the  Legis- 
lative Assembly,  for  their  kindness  in  opening  the  ineetings 
of  the  convention  and  extending  to  us  their  words  of  wel- 
come; to  the  press  of  the  city  for  the  large  space  and  excel- 
lent reports  given  the  convention  in  their  columns;  to  the 
railroad  and  steamboat  lines  for  their  favorable  traffic  rates 
and  the  courtesy  of  their  employees  and  ofTicials. 

Rev.  DeWitt  M.  Benham,  Ph.D.,  Maryland,  C"/juw«a;7. 
Charles  G.  Trumbull,  Pennsylvania. 
Rev.   H.   H.   Bell,  California. 
J.  C.  Carman,  Colorado. 
H.   P.  Moore,  Ontario. 

These  resolutions  were  unanimou.sly  adopted. 

The  Rev.  James  A.  B.  Scherer,  D.D.,  LL.D.,  of  South 
Carolina,  addressed  the  convention  on  "  The  Duty  of  Young 
America  to  Young  Japan." 

The  chorus  sang  "  There  is  a  Saviour  Calling  Thee  To-day." 

The  Rev.  D.  Webster  Davis,  of  Virginia,  addressed  the 
convention  on  "  The  Sunday-school  and  the  Church  as  a 
Solution  of  the  Negro  Problem." 

The  chorus  sang  "  Glorj'  and  Honor." 

The  Chair  introduced  Archibald  Forder,  of  Jerusalem, 
Palestine,  who  delivered  an  address  on  "  The  Relation  of 
the  Sundav-school  to  the  Third  Deliverance  of  Ishmael." 

The  chorus  sang  the  "  Lost  Chord." 

At  the  close  of  the  music,  Missouri  pledged  S50  for  the 
work  of  Mr.  Forder. 

Mr.  Hartshorn  told  the  audience  how  Mr.  Forder  came  as 
a  delegate  to  the  World's  Sunday-school  Convention  at 
Jerusalem,  and  later  (in  June,  1904),  came  to  America,  where 
he  has  been  engaged  in  the  presentation  of  his  important 
work. 

For  the  greater  part  of  the  time  Mr.  Forder  has  been  a 
guest  of  friends  in  Boston. 

Mr.  Lawrance  then  received  pledges  amounting  to  nearly 
$700  for  the  work  of  Mr.  Forder  in  Arabia. 

Rev.  W.  G.  Puddefoot,  of  Massachusetts,  gave  an  address 
on  "  The  Sunday-school  and  Home  Missions." 

The  unanimous  election  of  Mr.  W.  N.  Hartshorn,  of  Massa- 
chusetts, as  chairman  of  the  International  Executive  Com- 
mittee, was  then  annoimced,  and  Mr.  Hartshorn  was  pre- 
sented to  the  convention. 

Mr.  Edward  K.  Warren,  of  Michigan,  president  of  the 
World's  Fourth  Simday-school  Con\-ention  at  Jerusalem, 
1904,  was  asked  to  address  the  convention. 

President  Maclaren  requested  Rev.  Dr.  John  Potts,  of 
Toronto,  to  "  dismiss  and  close  this  great  Convention  ";  and 
at  10.30  P.M.  the  Eleventh  International  Sunday-school 
Convention  was  history. 


41  o  The  Eleventh  International  Convention 

TWELFTH   SESSION  —  TUESDAY   EVENING 
Metropolitan  Church 

The  "  twin  "  missionary  meeting,  Tuesday  evening,  June 
27,  in  the  Metropolitan  Church,  was  opened  by  an  organ 
recital  by  Dr.  F.  H.  Torrington,  followed  by  the  service  of 
praise  led  by  Professor  Jacobs. 

Mr.  A.  B.  McCrillis,  of  Rhode  Island,  vice-president  of 
the  International  Association,  presided.  The  scripture 
lesson  was  read  by  Mr.  C.  P.  Ayre,  of  Newfovmdland,  and 
prayer  was  offered  by  Rev.  C.  R.  Hemphill,  D.D.,  of  Ken- 
tucky. Missionary  addresses  were  made  by  Rev.  E.  E. 
Chivers,  D.D.,  of  New  York;  Rev.  Chauncey  Murch,  of 
Luxor,   Egypt,  and   Mr.   Robert   E.   Speer,  of  New  York. 

The  report  of  the  Committee  on  Resolutions,  previously 
adopted  at  Massey  Hall,  was  read  by  the  chairman,  Rev.  D. 
M.  Benham,  of  Maryland. 

The  benediction  was  pronounced  by  Rev.  F.  A.  Smith,  of 
New  Jersey. 


^^^^^^ 

^' 

P 

i 

1 

1 

^^^^^^Bp^^\ 

Ep]™ 

IP" 

\ 

_Jh 

*    - 

^>y^gg 

K 

1 

■ 

■ 

■ 

8'^^®l^l^H 

Prof.  Dott.  Cav.  Ernesto  Filipfini 

General  Secretary  of  the  National  Committee  of  the  Italian  Sunday-School 

Association 

(From  Glimpses  of  Bible  Lands) 


The  bitcrnalioual  Executive  Committee 


411 


W.  N.  Hartshorn 


The  International   Executive   Committee 

W.  N.  HARTSHORN,  Chairman 

By  the  good  providence  of  our 
Heavenly  Father  we  have  reached 
the  goal  of  the  eleventh  trien- 
nium.  In  moral  and  religious 
effort  we  may  measure  endeavor, 
but  we  cannot  inventory  results. 
The  book-keeping  of  Heaven  alone 
can  keep  these  accounts  and 
render  a  balance  sheet.  To  avoid 
duplicating  information  your  Com- 
mittee has  asked  General  Secre- 
tary Lawrance  and  his  associates 
to  each  tell  the  Convention  their 
"  Story  of  the  Triennium."  Be- 
cause of  the  many  departments 
and  the  time  limit  some  facts  may  be  omitted,  but  full 
and  definite  information  concerning  each  department 
will  be  printed  in  the  Official  Report. 

Dexver,  1902, — Toronto,  1905 
We  entered  this  triennium,  July,  1902,  in  the  shadow 
of  the  death  of  Mr.  B.  F.  Jacobs,  the  beloved  and  trusted 
chairman  and  leader  in  the  international  work  from 
1 88 1  to  Jtme,  1902.  We  recall  his  threefold  and  last 
message,  borne  by  our  treasurer,  Dr.  George  W.  Bailey, 
to  the  Executive  Committee,  at  Denver. 

"  Men  die,  but  Jesus  Christ  lives;  the  work  goes  on. 
Give  my  love  to  the  brethren  —  God  bless  you." 

Three  years  ago  General  Secretary  Lawrance  and  one 
stenographer  comprised  the  employed  force  of  this 
Convention.  Dr.  Hamill  had  resigned  in  1901;  Rev. 
L.  B.  Maxwell  had  died  in  March,  1902.  The  tenth 
convention,  at  Denver,  pledged  $14,469  per  annum  for 
three  years.     The  amount  paid,  what  additional  sums 


412  The  Reports 

contributed  and  how  expended  will  be  stated  in  the 
treasurer's  report.  With  nearly  $15,000  pledged,  and 
faith  that  additional  contributions  would  be  made,  your 
Committee,  early  in  the  triennium,  increased  the  num- 
ber of  secretaries,  until  now  we  have  Mr.  Marion  Law- 
rance,  Mr.  W.  C.  Pearce,  Mrs.  J.  W.  Barnes,  Mrs.  Mary 
Foster  Bryner,  Jam.es  E.  Shepard  and,  we  had  until 
God  called  him,  G.  G.  Marcus,  —  making  six  secretaries 
and  three  stenographers;  yet  there  never  was  more 
unfinished  work  or  greater  need  for  trained  men  and 
women  than  now. 

"  God  h.\s  Pl.\ced  the  Banner  on  New  Heights  " 
The  reports  of  your  secretaries  and  special  committees 
will  show  progress.  "  The  pillar  of  cloud  by  day  "  and 
"  the  pillar  of  fire  by  night  "  have  moved  forward.  God 
has  placed  the  banner  on  new  heights  and  bids  us  to 
come  up  to  it.  Shall  we  dare  to  plan  and  to  act  in  this 
Convention  and  during  the  new  triennium  so  as  to  force 
its  recall?  The  advance  already  gained  reveals  an  ex- 
tended horizon,  a  tremendous  need,  new  opportunity 
and  added  responsibility.  "  We  have  just  won  a  vic- 
tory," said  the  officer,  as  he  saluted  Napoleon.  Looking 
up.  Napoleon  replied,  "  There  is  time  to  win  another 
victor}^  before  the  sun  shall  go  down,"  and  sent  him  to 
the  front,  and  another  victory  was  won.  Your  Com- 
mittee is  persuaded  that  it  has  only  begun  to  discover 
the  magnitude  of  the  self-imposed  task  of  this  Associa- 
tion. The  cry  for  help  was  never  so  urgent  and  intelli- 
gent as  now.  States  and  territories  that  hitherto  have 
never  had  a  conscious  need  are  now  asking  for  men  and 
money. 

"  It  Contemplates  a  Reservoir  " 

If    organized    Sunday-school  work    in    the    State    of 

Pennsylvania,    under    the    leadership    of    John    Wana- 

maker  and  H.  J.  Heinz,  needs  $22,000  per  annum,  and 

Massachusetts,     containing    one  fifth    of    the    Sunday- 


The  lutcniatioiial  ExccnHvc  Committee  413 

school  membership,  needs  Si 0,000,  is  it  Christian  busi- 
ness sense  that  other  states  have  not  similar  needs  that 
money  and  consecrated  service  can  supply?  Organi- 
zation is  the  individual  mutiplied.  It  contemplates  a 
reservoir  in  the  state,  province  and  territory,  into  which 
may  be  gathered  the  results  of  actual  experience, 
judicious  training,  the  best  thought,  suggestion  and  in- 
spiration that  may  be  gathered  from  world-wide  Sunday- 
school  effort.  The  individual  Sunday-school  with  which 
you  are  connected  should  have  a  pipe  line  to  such  a 
reservoir,  and,  however  remote  or  isolated,  weak  or 
strong,  it  should  be  brought  into  helpful  relations  with 
the  central  organization,  the  strong  and  wise  contribut- 
ing, the  weak  and  less  experienced  receiving;  all  co- 
operating. 

"  The  He.\rt  and  Leadership  of  the  Church  " 
We  sometimes  congratulate  ourselves  that  the  mem- 
bership and  friends  of  the  Sunday-school  embrace  the 
heart  and  leadership  of  the  church;  that  the  fruit  of 
the  Sunday-school  will  be  the  chtxrch  membership  of 
to-morrow,  and  that  the  quality  of  the  work  done  will 
determine  the  kind  of  religion,  the  standard  of  morals 
and  the  type  of  the  citizenship  of  the  coming  generation. 
We  rejoice  in  a  continent-wide  constituency  of  fourteen 
million.  This  constituency  controls  uncounted  wealth. 
There  is  no  organization  in  the  church  so  complete  as 
the  Sunday-school.  It  has  a  common  purpose,  and  yet, 
with  this  splendid  organization,  vast  constituency  and 
unmeasured  wealth,  we  congratulate  ourselves  that  we 
have  raised  during  the  triennium  a  little  more  than 
fifteen  thousand  dollars  a  year,  to  maintain  and  develop 
this  mighty  work.  "  Why,  my  dear  brother,"  said  a 
friend  recently,  "  you  seem  to  be  doing  a  world-wide 
business  on  a  '  nickel  in  the  slot  returns.'  using  narrow 
gauge,  single-track  equipment  and  power  rather  than 
the  wide  gauge,  four-track  equipment  of  the  '  Empire 
State  '  and  '  Twentieth  Century  Limited. 


414  The  Reports 

"  You  DO  NOT  Compass  your  Opportunity  " 
If,  as  chairman,  I  could  speak  personally  to  the 
officers  and  leaders  in  the  states,  provinces  and  terri- 
tories, I  would  tell  them  the  conclusions  I  have  reached 
after  visiting  different  sections  of  this  country  and 
studying  the  needs  from  the  viewpoint  of  organized 
Sunday-school  work.  To  myself  I  have  said,  "  You 
do  not  compass  your  opportunity."  "  You  have  nar- 
rowed your  duty."  "  You  have  limited  your  gifts." 
Honestly,  brethren,  would  our  sacrifices,  our  gifts,  our 
plans  and  the  results  gained  in  Sunday-school  work 
command  our  respect  as  business  men,  if  applied  to 
maintain  and  support  a  business,  upon  the  success  of 
which  depended  the  comfort,  life  and  development  of 
the  present  and  future  generations  of  this  continent? 
And  yet  we  believe  that  on  the  success  of  the  Sunday- 
school  depends  largely  the  moral  and  religioxis  life  of 
this  and  future  generations. 

I  believe  that  God  has  called  this  Convention  to  do 
very  definite  things,  to  develop  plans  and  declare  pur- 
poses that  shall  be  worthy  of  its  constituency  and  the 
work  it  is  set  to  do.  We  shotild  ask  for  pledges  for  fifty 
thousand  dollars  a  year  for  three  years.  Even  this  sum 
will  not  be  sufficient  to  meet  the  demands  necessary  to 
accomplish  the  work  that  is  awaiting  us. 

"  Do  You  See  that  Little  Church?  " 
This  is  not  a  difficult  task  to  accomplish.  Let  us  not 
forget  who  are  our  associates ;  the  character  of  our  con- 
stituency; its  multitude  and  its  wealth.  Walking  with 
a  friend  of  the  international  work,  recently,  in  an  inland 
city,  talking  of  its  need  and  possibilities,  this  friend  said 
to  me:  "Do  you  see  that  little  church?  It  has  within 
its  membership  thirty-one  millionaires."  It  is  an 
exceptional  church,  but  there  is  a  larger  constituency 
who  have  not  yet  contributed,  because  they  have  no 
knowledge  of  this  work,  than  the  present  contributing 
constituency.     We  should,   therefore,   take   such   steps 


TJic  International  Executive  Committee  415 

as  will  command  the  attention  and  inspire  the  confidence 
of  Christian  business  men.  We  believe  there  are  five 
hundred  men  on  this  continent  who  would  gladly  con- 
tribute fifty  dollars  to  one  hundred  dollars  per  annum 
if  only  they  knew  the  character  and  purpose  of  this 
work.  Let  us  enlarge  our  horizon  and  we  will  discover 
them.  I  will  pledge  myself  to  find  one  twentieth  of  the 
amount,  if  only  fifty  thousand  dollars  may  be  secured 
for  the  coming  triennium.  Are  there  not  nineteen 
others  ? 

"  But  a  Capitalist  of  Jerusalem  " 

Did  yoti  ever  think,  or  have  you  forgotten,  that  when 
otir  dear  Lxjrd  was  crucified  and  the  question  was, 
whether  his  body  was  to  be  flung  to  the  dogs  or  to  be 
buried,  it  was  not  the  apostles  or  the  people,  or  any  of 
those  who  had  rushed  after  him,  but  a  capitalist  of  Jeru- 
salem and  a  student  from  the  university  who  had  cour- 
age and  love  to  take  the  body  of  our  Lord  and  bury  it 
with  honor,  against  the  day  of  his  resurrection.  Now,  as 
then,  we  need  the  brain  of  the  student  and  the  gifts  of 
the  capitalist  to  make  the  work  of  the  church  more 
secure  and  permanent. 

"To  Inaugurate  Power  —  to  Secure  Progress" 
To  develop  successful  plans  to  meet  the  present  needs 
of  this  work  does  not  admit  of  easy  thinking  and  of 
indifferent  action.  Definite  things  must  be  done  to 
inaugxirate  power  to  secure  progress.  At  the  Winona 
conference  in  August,  1903,  among  the  many  topics 
discussed  were  the  following:  "  Is  It  Desirable  to  Pro- 
vide an  Advanced  Covirse  of  Lessons?  "  "  Uniform 
Nomenclature."  "  Shall  the  International  Sunday- 
School  Association  become  Incorjxjrated  ?  "  "  Shall 
We  Create  a  Publicity  Department?  "  "  How  to  In- 
crease Annual  Contributions  to  Fifty  Thousand  Dollars." 
Your  committee  expects  that  the  ripened  fruit  from 
the  Winona  conference  will  be  harvested  in  this  con- 
vention. 


41 6  The  Reports 

Your  Committee  therefore  recommends: 

1.  Incorporation.  For  your  information  I  record  th^* 
following  action  of  your  Executive  Committee  in  To- 
ronto, yesterday,  Friday,  June  23.  Voted:  That  this 
International  Executive  Committee  recommend  to  the 
Eleventh  International  Convention  that  the  name  of  this 
body  be  changed  from  "  Convention  "  to  "  Association  " 
and  that  proper  steps  be  taken  for  incorporation. 

2.  That  this  Convention  shall  attempt  to  raise  in 
pledges  and  contributions  not  less  than  fifty  thousand 
dollars  per  year  for  three  years  for  the  purpose  of  meet- 
ing the  increased  demand  for  trained  men  and  women 
in  the  work  of  this  Association. 

3.  That  this  Convention  approve  the  plan  of  appoint- 
ing a  commission  of  not  less  than  five  men,  who  shall, 
at  their  own  expense,  visit  different  states  in  the  inter- 
national field  for  the  purpose  of  conferences  with  Chris- 
tian business  men,  that  they  may  become  informed 
concerning  the  work  of  this  association  and,  therefore, 
contribute  to  its  support.  This  commission  may  not 
necessarily  include  in  its  number  only  members  of  the 
Executive  Committee,  but  it  shall  be  appointed  by  the 
Committee. 

4.  The  Committee  approves  the  plan  presented  by  the 
Chairman  for  the  distribution  of  one  hundred  thousand 
copies  of  the  book,  "  The  Development  of  the  Sunday- 
School,  1780-1905,"  —  the  Official  Report  of  the  Inter- 
national Sunday-School  Convention."  This  book  will 
contain  nearly  six  hundred  pages,  more  than  three  hun- 
dred illustrations,  cloth  bound,  price  fifty  cents,  postage 
paid.  The  ordinary  price  of  the  book  would  be  two 
dollars.  It  will  contain  the  addresses,  reports  and 
statistics  of  the  Eleventh  International  Sunday-School 
Convention  with  portraits  of  the  speakers  and  officers. 
It  will  also  contain  the  history  of  the  International 
Lesson  System  and  portraits  of  the  Lesson  Committee 
from  1872  to  1908;  a  classified  list  of  the  International 
Lessons,  187 2-1 906,  giving  date,  topic   and  text  of  each 


The  International  Executive  Committee  417 

lesson  ;  the  story  of  departmental  work,  the  beginners, 
the  primary,  the  junior  and  the  advance,  the  teacher- 
training,  home  department,  supplementary  lessons, 
men's  classes,  adult  classes,  etc. ;  the  story  of  the 
National  and  the  International  and  World's  Conventions, 
1832,  to  Jerusalem,  1904.  with  portraits  of  the  presidents 
and  officers;  organized  interdenominational  work, 
township,  state,  international  and  world-wide;  the 
development  of  the  Stmday-school  from  Robert  Raikes 
to  the  end  of  the  Toronto  convention. 

5.  That  the  booklet  entitled  "A  Temple  unto  the  Lord," 
—  the  International  Stmday-school  Building,  —  head- 
quarters for  North  America,  be  presented  to  the  Con- 
vention by  the  Chairman  "as  merely  an  expression  of 
a  suggestion  which  may,  in  God's  o^nti  time,  together  with 
the  loving  cooperation  and  generous  gifts  of  the  vast 
constituency  and  vmmeasured  wealth  of  the  international 
forces,  become  not  only  '  a  Temple  unto  the  Lord  '  and 
the  Stmday-school  headquarters  of  North  America,  but 
also  m.ay  serve  to  yield  an  income  to  the  permanent  sup- 
port of  its  work,  annually,  of  sixty  to  eighty  thousand 
dollars."  Your  Committee  seeks  no  action  in  this  Con- 
vention concerning  this  suggestion.  It  is  possible  at 
the  Convention  in  1908  your  Committee  will  have  a 
further  report  to  make  regarding  this  plan. 

"  Accomplished  in  Gou's  Own  Time  .vnd  W.\y  " 
It  is  the  desire  and  hope  of  your  Committee  that  by 
the  development  of  these  plans,  and  others  which  may 
recommend  themselves  to  its  approval  in  the  future, 
that  we  may  accomplish  in  God's  own  time  and  way  the 
purpose  for  which  this  organization  was  brought  into 
existence,  and  has  been  kept  until  this  moment.  Our 
prayers  and  sympathies  go  out  for  our  associates  in  the 
states  and  provinces  and  territories  where  there  is  at 
present  a  great  need  that  is  not  yet  met. 


4iJ 


The  Reports 


Marion  Lawrance 


Report  of  the  General  Secretary 
marion  lawrance 

The  Field 

At  the  time  of  the  Denver  Con- 
vention your  general  secretary 
was  your  only  paid  representa- 
tive, aside  from  a  clerk  in  the 
office. 

Mrs.  J.  W.  Barnes  was  ap- 
pointed our  Primary  and  Junior 
Secretary  in  the  fall  of  1902. 

In  November  of  the  same  3^ear 
our  two  colored  workers,  Prof. 
G.  G.  Marcus  and  Dr.  James  E. 
Shepard,  were  engaged. 

Early  in  1 903  the  force  was  in^ 
creased  by    adding    Mr.    W.    C. 
Pearce,  now  our  Teacher- Training 
Secretary,  and  Mrs.  Mary  Foster  Bryner. 

We  now  have  two  stenographers  in  the  General  Sec- 
retary's ofifiice,  and  one  in  the  office  of  the  Primary  and 
Junior  Secretary  at  Newark,  N.  J. 

Speaking  for  all  of  these,  except  myself,  I  am  sure  we 
could  not  find  more  faithful,  consecrated  and  efficient 
workers  anywhere.  They  are  all  especially  adapted  to 
the  work  they  have  undertaken.  The  present  forward 
condition  of  our  work  is  due  very  largely  to  their  labors. 
This  is  not  easy  work  we  are  doing,  and  yet  it  is  full  of 
joy.  Each  of  these  workers  will  make  a  detailed  report. 
It  is  for  me  only  to  speak  in  a  general  way. 

The  field  has  been  covered  as  frequently  and  as  thor- 
otighly  as  it  was  possible  with  this  force  of  workers. 
Every  state,  province  and  territory,  except  a  few  of  the 
unorganized  provinces  of  the  Dominion  of  Canada,  have 
been  visited  during  the  triennium  from  one  to  three 
times  by  one  or  more  of  these  workers.  Their  work  has 
not  been  confined  wholly  to  conventions,  but  mostly  so, 


Report  of  the  General  Secretary  419 

because  the  demand  is  so  great  and  the  force  so  small. 
Nevertheless,  there  have  been  made  a  number  ©f  inspi- 
rational tours  into  different  parts  of  the  country,  holding 
meetings  in  various  cities  besides  the  ones  where  the  con- 
ventions were  held.  Statistics  give  but  a  very  faint  idea 
of  the  work  done,  and  yet  we  believe  that  those  who  main- 
tain the  work  have  a  right  to  the  figures.  Their  inability, 
however,  to  report  the  real  work  done,  is  shown  by  the 
fact  that  a  conference  is  put  down  as  a  conference. 
Sometimes  it  is  thirty  minutes  long,  sometimes  several 
hours,  and  sometimes  a  whole  day.  The  aggregate  dis- 
tance traveled  by  these  six  workers  during  the  past  three 
years  reaches  the  enormous  s\im  of  304,030  miles.  The 
aggregate  number  of  addresses,  conferences,  etc.,  is  5,132. 

In  addition  to  our  regular  force,  however,  we  have 
been  obliged  from  time  to  time,  to  call  in  special  help  in 
order  to  send  a  representative  to  conventions  which  we 
could  not  otherwise  reach.  We  recognize  in  this  capa- 
city the  splendid  work  done  by  Mrs.  M.  G.  Kennedy, 
Dr.  H.  M.  Hamill,  Rev.  W.  C.  Merritt,  Charles  D.  Meigs, 
J.  H.  Engle,  Hugh  Cork,  Mrs.  Alonzo  Pettit,  Charles  R. 
Fisher,  Joseph  Clark,  Alfred  Day,  Rev.  E.  M.  Fergusson, 
Rev.  George  O.  Bachman,  W.  H.  Irwin  and  others. 

Special  mention  should  be  made  of  Rev.  W.  C.  Merritt, 
and  the  state  of  Washington.  That  state  voluntarily 
offered  Mr.  Merritt's  services  to  the  International  Com- 
mittee one  month  a  year  for  the  three  years  of  the  trien- 
nium,  and  we  have  had  the  benefit  of  his  splendid  work. 
He  has  just  come  from  the  convention  in  Idaho,  where 
he  has  been  representing  us  through  the  courtesy  and 
at  the  expense  of  the  state  of  Washington.  He  has 
rendered  excellent  help  also  in  Montana,  Oregon,  Nevada 
and  British  Columbia.  Our  treasurer,  feeling  that  it  was 
right  that  Washington  should  have  the  credit  for  his 
services,  has  entered  up  the  amount  of  his  salary  on  their 
account,  although  they  specifically  requested  that  it 
should  not  apply  on  their  pledge  made  at  Denver,  and 
it  was  not  applied.     This  contribution  of  the  state  of 


420  The  Reports 

Washington  is  all  the  more  noteworthy  when  we  remem- 
ber that  in  amotmt  of  contributions  made  and  paid 
to  the  International  Association  dviring  the  last  three 
years,  they  stand  ninth  in  the  list  of  states,  although 
they  stand  twenty-ninth  in  their  Sionday-school  enroll- 
ment. Washington  is  certainly  entitled  to  the  thanks  of 
this  Convention. 

It  may  be  stated  likewise  in  this  connection  that  the 
state  of  "^A'ashington  is  now  divided  into  two  associations, 
the  Eastern  and  the  Western,  separated  by  the  motm- 
tains.  Coimected  with  the  Eastern  Association  is  the 
"  Panhandle  "  of  Idaho.  This  division  seems  necessary 
because  of  physical  conditions,  and  is  entirely  in  accord 
with  the  views  of  the  brethren  in  both  states,  and  was 
authorized  by  a  vote  of  the  International  Convention  at 
Atlanta. 

The  only  other  change  in  our  field  is  that  the  Xova 
Scotia  Association  has  invited  the  Bermuda  Islands  to 
join  them,  as  they  are  closely  associated  together  in 
other  branches  of  religious  work. 

No  record  of  what  has  been  accomplished  in  the  great 
field  wovild  be  complete  without  reference  to  the  many 
toiors  that  have  been  made  by  our  Chairman,  Mr.  Harts- 
horn. Into  many  of  our  states  and  cities  in  the  central 
west  and  south,  and  many  parts  of  the  east,  and  in  the 
Dominion  of  Canada,  has  he  gone  with  his  words  of  cheer 
and  counsel.  He  is  giving  practically  his  whole  time  to 
us,  and  it  will  be  ver>"  difficult  for  us  to  express  in  any 
wav  our  full  appreciation  of  this  fact. 

The  vast  amoiint  of  field  work  we  have  been  enabled  to 
do  because  of  our  increased  force,  however,  has  shown  us 
plainly  the  great  need  for  more.  "We  are  not  giving  the 
states  and  provinces  all  we  should  give  them  when  we 
simply  send  a  worker  for  three  days  to  attend  their  con- 
vention. It  may  not  be  my  province  to  make  recom- 
mendations to  this  convention,  and  I  will  not,  but  it 
mav  fairly  be  within  proper  bounds  to  tell  something  of 
the  needs.     Our  field  force  is  certainlv  not  half  as  large 


Report  of  the  General  Seeretary  421 

as  it  should  be,  and  we  are  hoping  that  this  convention 
will  make  it  possible  to  materially  increase  it. 

We  should  not  be  satisfied  unless,  before  adjournment, 
we  arrange  for  at  least  three  more  white  men,  one  or 
two  more  negroes,  and  a  general  secretary  for  Mexico. 

Our  Gexer.\l  Secretaries 
It  would  be  difficult  to  find  a  more  faithful,. self-sacri- 
ficing company  of  workers  than  those  who  are  occupying 
the  offices  of  general  secretary  in  the  various  states  and 
provinces.  All  of  the  states  and  provinces  have  general 
secretaries  except  ten.  The  states  and  provinces  of 
Arkansas,  Xorth  and  South  California,  Colorado,  Con- 
necticut, Indiana,  Maine,  Missouri,  Nebraska,  New 
Brunswick,  New  Hampshire,  New  York,  North  Carolina, 
Oklahoma,  Prince  Edward  Island,  Quebec,  South  Dakota, 
Texas  and  \"ermont  have  put  in  new  secretaries  since 
the  Denver  Convention,  though  most  of  them  had  state 
and  provincial  secretaries  before.  We  have  now  148 
men  and  women  in  the  emplo}^  of  our  state  and  pro- 
vincial associations  under  pay,  and  89  of  them  are  giving 
their  whole  time  to  it. 

A  \'.\ST  Army  of  Workers 
It  is  quite  difficult  to  realize  how  many  choice  men  and 
women  there  are  devoting  their  time  to  this  work.  Fifty- 
eight  states  and  provinces  are  organized.  Over  2,000 
counties  are  organized.  From  a  careful  estimate,  we 
judge  that  fully  10,000  townships,  districts,  etc.,  are 
organized.  Ohio  and  Illinois  alone  furnish  one  fourth 
of  that  number.  Certainly  the  committees  having  in 
charge  the  work  in  these  various  organizations  will 
average  ten  people  each,  many  of  whom  devote  large 
portions  of  their  valuable  time  to  committee  meetings, 
conventions,  visitation  and  the  like.  In  other  words, 
there  are  120,000  people  in  our  field  who  are  giving  solid 
blocks  of  time  to  this  work  without  any  remuneration 
whatever.  No  wonder  the  blessing  of  God  has  been  upon  it. 


42  2  The   Reports 

Conventions 

The  Associations  are  not  conducted  for  the  benefit  of 
the  conventions,  but  the  conventions  are  conducted  for 
the  benefit  of  the  Associations.  Conventions  are  good 
thermometers  as  to  the  condition  of  the  work  in  a 
given  locality.  A  convention  which  is  representative 
and  well  attended  by  the  active  workers,  is  a  sign  of 
good  organization  and  a  healthy  condition.  The  con- 
ventions during  the  past  three  years  have,  as  a  rule, 
continually  grown  in  size  and  interest.  A  marked 
change,  however,  is  going  on  in  the  convention  programs. 
Happily  we  are  having  less  pyrotechnics  and  more  real 
work.  The  number  of  institutes  is  growing,  and  we 
are  coming  to  learn  that  conventions  and  institutes 
which  really  do  things  worth  while  are  the  best  and  are 
best  supported.  Many  of  our  conventions  have  come 
to  be  very  large.  For  example,  those  in  Massachu- 
setts and  Ohio.  The  latter,  held  the  first  week  of  this 
month,  had  over  3,000  workers  present,  and  many  of  the 
sessions  were  attended  by  over  five  thousand  people  in 
one  audience.  Some  of  these  convention  programs 
have  packed  into  them  through  conferences  and  ad- 
dresses an  incredibly  large  amount  of  solid  work  and 
teaching. 

We  must  not  forget  the  weaker  organizations,  how- 
ever. It  was  my  privilege  a  few  weeks  ago  to  attend 
the  State  Convention  of  Nevada  with  less  than  25  dele- 
gates in  it,  representing  the  forty-two  schools  of  that 
great  state,  which  is  nearly  as  large  geographically  as 
three  Ohios,  and  yet  Nevada  is  represented  on  our  Inter- 
national Committee  by  the  president  of  their  state  uni- 
versity. Dr.  Stubbs,  who  is  not  only  greatly  interested 
in  our  work,  but  has  crossed  the  continent  to  be  with  us 
to-day.  I  am  sure  we  are  glad  to  be  the  "  big  brother  " 
to  such  states  as  Nevada. 

Conventions  have  been  held  in  all  of  the  states  and 
provinces  during  the  last  three  years,  and  in  nearly  every 
case,  they  have  been  held  annually. 


Report  of  the  General  Secretary  423 

We  are  pleased  to  report  that  Newfoundland  recently 
held  the  best  convention  in  their  history.  They  enrolled 
1,150  delegates,  and  are  very  much  encouraged.  New- 
foundland is  fully  represented  in  this  convention. 

The  total  number  of  conventions  of  all  kinds,  state, 
county,  township,  etc.,  reported  during  the  past  year  in 
our  field,  is  13,811,  though  we  believe  these  figures  are 
far  too  small.  This  means  that  there  have  been  during 
the  triennium  probably  about  40,000  conventions.  Esti- 
mating the  average  attendance  at  these  conventions  at 
200,  and  that  is  very  small,  we  reach  more  than 
2,500,000  people  annually. 

Summer  Schools  and  District  Conferences 

There  are  probably  nearly  fifty  summer  schools  held 
annually  in  the  United  States  and  Canada  which  meas- 
ure up  to  the  standard  set  by  our  Association,  and  many 
others  which  do  considerable  work,  but  fall  somewhat 
short  in  their  measurement.  Two  summer  training 
schools  are  now  held  under  the  auspices  of  the  Fourth 
and  Seventh  International  districts.  One  at  Winona 
Lake  is  in  its  second  year.  Last  year  it  covered  three  full 
weeks,  and  enrolled  406  students  from  thirty  different 
states.  International  certificates  were  issued  for  full  work 
to  50  students,  and  for  section  work  to  210  sttidents. 
This  year  it  will  continue  for  two  weeks  instead  of  three. 

The  Seventh  District  School  is  to  be  at  Searcy,  Ark., 
and  covers  a  week  in  July.  Both  of  these  schools  are 
under  the  direction  of  Professor  Hamill,  chairman  of  our 
Committee  on  Education. 

Some  of  these  schools  of  methods  have  been  in  opera- 
tion for  a  good  while  under  various  auspices,  and  are 
getting  stronger  year  by  year;  as,  for  example,  the  one 
which  holds  its  twelfth  annual  session  at  Asbury  Park, 
N.  J.,  this  season. 

District  conferences  have  been  held  in  the  First,  Sec- 
ond, Third,  Fourth  and  Fifth  Districts.  It  is  my  privi- 
lege to  attend  all  of  these. 


424  Ihe   Reports 

The  Work  among  the  Negroes 
No  department  of  our  work  is  deserving  of  more  credit- 
able mention  than  that  among  the  colored  people  of  the 
South.  When  we  last  assembled  in  Denver,  our  sorrow 
at  the  loss  of  the  sainted  Maxwell  was  still  fresh  in  our 
hearts.  One  of  the  most  enthusiastic  movements  of 
that  great  convention  was  when  money  was  pledged  to 
carr}'  on  this  great  work. 

In  the  fall  of  1902,  the  committee  having  this  matter  in 
charge,  selected  two  choice  men  to  serve  us,  Prof.  G.  G. 
Marcus,  of  Memphis,  Tenn.,  and  Dr.  James  E.  Shepard, 
of  Durham,  N.  C.  These  men  soon  showed  their  special 
fitness  for  the  work  and  were  everywhere  received  with 
great  favor.  It  was  difficult  to  take  up  the  work  where 
Mr.  Maxwell  laid  it  down,  for  he  had  tried  to  cover  the 
whole  field  and  it  was  too  much  for  him  or  any  other  man. 
Marcus  and  Shepard  have  done  most  valiant  work.  ^Ve 
are  grieved,  however,  to  be  obliged  to  record  that  in 
October,  1904,  Professor  Marcus  closed  his  work  on  earth 
a,nd  went  to  his  reward.  Dr.  Shepard  has  been  doing 
double  duty  since  that  time.  I  am  glad  that  Dr.  Shep- 
ard is  present,  and  will  appear  before  this  convention 
to  make  a  detailed  report.  He  is  a  man  of  unusual 
ability,  deep  consecration  and  tremendous  earnestness. 
Moreover,  as  a  speaker,  he  can  hold  his  own  with  great 
credit  to  himself  before  any  audience  anywhere.  His 
work  has  been  carried  on  mostly  in  the  states  of  North 
and  South  Carolina,  though  he  has  done  considerable 
work  in  Alabama,  Georgia  and  Tennessee.  The  details 
of  his  work  will  be  reported  by  himself.  While  we  may 
well  congratulate  ourselves  upon  the  great  work  that  has 
been  done,  it  is  really  only  a  beginning,  and  a  small  one 
at  that.  The  fact  that  there  are  in  the  United  States 
over  three  million  colored  children  between  the  ages  of 
five  and  fourteen  gives  us  a  little  hint  of  the  tremendous 
task  and  opportunity  which  lies  before  us.  We  ought  to 
have  at  least  five  wide-awake,  efficient  negro  secretaries 
in  five  of  the  most  promising  Southern  states,  and  these 


Report  of  the  General  Secretary  425 

under  the  general  direction  of  a  secretar}-  who  shall  be 
recognized  ever^'where  as  a  prince  of  men  among  the 
negroes.  Of  course,  the  whole  work  should  be  entirely 
under  the  control  of  our  Executive  Committee  and  espe- 
cially the  sub-committee  having  this  special  feature  in 
charge.  But  there  is  an  opportunity  for  large  faith 
and  contributions.  I  do  not  know  where  money  can 
be  placed  to  better  advantage  for  the  Kingdom  of  God. 
Our  opportunity  is  our  responsibility.    Shall  we  rise  to  it  ? 

Theglggic.vl  Semix.vries  .\xu  Christian  Schools 
The  place  of  the  theological  seminar}"  in  Sunday- 
school  work  is  more  and  more  coming  to  be  recognized 
and  felt.  Xo  word  of  mine  can  begin  to  express  it  so 
well  as  it  has  been  done  by  Dr.  E.  Y.  Mullins,  president 
of  the  Southern  Baptist  Theological  Seminary,  in  what 
he  is  pleased  to  call  his  "  Sunday-school  Creed,"  which 
is  as  follows: 

1.  The  supreme  need  in  our  country  to-day  is  that  the 
forces  which  make  for  character  shall  control  the  forces 
which  make  for  intelligence. 

2.  Our  greatest  force  which  makes  for  character  is 
the  Svmday-school. 

3.  The  factor  of  the  Sunday-school  most  potent  in  the 
development  of  character  is  the  teacher. 

4.  The  supreme  lack  in  the  present-day  Sunday-school 
is  the  lack  of  a  sufficient  number  of  thoroughly  equipped 
teachers. 

5.  The  chief  teacher  of  the  teachers  and  trainer  of  the 
trainers  of  the  Sunday-school  is  the  pastor. 

6.  The  chief  trainer  of  the  pastor  is  the  theological 
seminary. 

7.  In  view  of  the  absence  in  the  past  of  any  adequate 
coordination  and  guidance  of  the  departments  of  the 
teacher,  the  pastor  and  the  seminar}-,  there  is  an  oppor- 
tunity for  the  new  Educational  Committee  of  the  Inter- 
national Simday-school  Association  to  do  a  great  work 
for  the  Kingdom. 


426  The  Reports 

Our  pastors  are  our  leaders.  While  they  will  not 
ordinarily  occupy  the  place  of  the  executive  head  of  the 
school,  viz.,  the  superintendent,  they  should,  neverthe- 
less, be  just  as  truly  pastors  of  the  Sunday-school  as  of 
the  church.  The  demand  for  more  religious  pedagogy, 
more  of  the  English  Bible,  more  of  child  study  and 
Sunda3^-school  management  in  the  regular  seminary 
courses,  comes  from  the  pastors  themselves.  That  the 
seminaries  are  gladly  yielding  to  this  condition,  is  a  most 
hopeful  sign.  We  presume  there  is  not  a  seminary  in  the 
land  that  has  not  done  more  than  ever  before.  Many  of 
them  are  giving  to  their  students  splendid  courses  of 
lectures  upon  the  subject  and  conducting  pastor's  insti- 
tutes. Some  have  even  gone  further  than  this,  and  put 
in  specific  courses  of  study,  looking  toward  Sunday- 
school  work  in  its  various  departments.  I  have  person- 
ally addressed  the  students  in  the  following  seminaries 
and  in  most  of  them  have  given  a  regular  course  of  lec- 
tures. All  of  our  International  workers  and  very  many 
others  have   done  much   of   this  same  work. 

Presbyterian   Seminary,   Louisville,   Ky. 

Southern  Baptist  Seminary,  Louisville,  Ky. 

Cumberland  Presbyterian  Seminary,  Lebanon,  Tenn. 

Christian  Seminary,  Lexington,  Ky. 

United  Presbyterian,  Xenia,  Ohio. 

Heidelberg  Seminary,  Tiffin,  Ohio. 

Chicago  Theological  Seminary,  Chicago. 

Lane  Seminary,  Cincinnati,  Ohio. 

Oberlin  Seminary,    Oberlin,    Ohio. 

Crozer  Seminary,  Chester,  Pa. 

United  Brethren  Seminary,  Dayton,  Ohio. 

Queen's  College,  Kingston,  Ontario. 

Auburn  vSeminary,  Auburn,  N.  Y. 

Pacific  Seminary,    Berkeley,    Cal. 

San  Anselmo  Seminary,  San  Anselmo,  Cal. 

Moody  Bible  Institute,  Chicago. 

Pastor's  Institute,  Louisville,  Ky. 

Pastor's  Institute,  Toronto,  Ontario. 


Report  of  the  Gcticral  Secretary  427 

The  latter  institute  included  the  Methodist,  Presby- 
terian, Baptist,  and  Episcopal  Seminaries  of  Toronto. 

The  Committee  on  Education 
No  sub-committee  connected  with  our  work  has  had  so 
many  meetings  nor  made  such  a  tangible  showing  in 
results  as  has  the  Committee  on  Education.  The 
teacher-training  forces  of  the  country  have  for  many  years 
been  doing  much  good  work,  but  it  remained  for  this 
Committee  to  crystallize  them  into  a  systematic  whole. 
Without  creating  any  new  text-books,  or  imposing  any 
conditions  which  are  out  of  reach  of  the  ordinary  asso- 
ciation, they  have  erected  uniform  standards,  prepared 
two  diplomas,  one  elementary  and  one  advanced,  and 
have  recognized  also  the  Sunday-school  work  done  in 
summer  schools,  schools  of  methods,  Chautauquas,  etc., 
when  it  comes  up  to  the  required  standard,  furnishing 
International  certificates  for  the  same.  Under  the  wise 
leadership  of  Dr.  Hamill,  the  Chairman,  and  W.  C. 
Pearce,  otir  International  Teacher-Training  Secretary, 
the  advance  has  been  simply  marvelous.  I  am  to  give 
here  but  this  general  statemient,  and  the  interesting 
details  will  be  presented  by  the  brethren  above  referred 
to. 

Intern.\tion.\l  Bible  Re.\ding  Associ.vtion 

This  Association  was  started  in  London  over  twenty 
years  ago  by  Mr.  Charles  Waters,  who  is  still  their  secre- 
tary. It  has  had  meager  growth  in  our  country,  though 
its  total  membership  in  the  world  is  850,000.  Under  the 
instruction  of  the  Executive  Committee,  however,  it 
was  taken  up  specifically  as  a  department  of  our  work 
January  i,  1905.  The  time  was  inopportune,  because 
those  upon  whom  v/e  were  obliged  to  depend  for  its  suc- 
cess, have  been  absorbed  in  gathering  their  reports  and 
making  other  arrangements  for  this  Convention.  We 
believe  there  is  great  good  to  be  accomplished  through 
the  International  Bible  Reading  Association  and  that 
the  next  three  years  will  show  large  increase. 


428  The   Reports 

Twenty-one  of  the  states  and  provinces  have  formally 
adopted  it,  and  we  have  returns  from  twelve  of  these 
states,  besides  small  returns  from  other  states  which 
have  not  adopted  it.  The  provinces  of  the  Dominion 
have,  for  the  most  part  (and  by  agreement),  continued 
to  procure  their  supplies  from  London  because  we  were 
making  a  slight  change  in  the  membership  fee.  The 
following  states  have  adopted  it  and  made  definite 
returns.  They  are  placed  in  the  order  of  their  member- 
ship : 

New  Hampshire,  Delaware,  South  Dakota,  Vermont, 
Kansas,  Missouri,  West  Virginia,  Nebraska,  New  Jersey, 
California  (North),  Utah,  Iowa. 

The  other  states  which  have  adopted  it,  but  as  yet 
made  no  report,  are: 

Arkansas,  Illinois,  Indiana,  Kentucky,  Maine,  Massa- 
chusetts, Michigan,  Wyoming,  Prince  Edward  Island. 

We  have  received  memberships  from  the  states  of 
Florida,  Ohio,  Pennsylvania,  Rhode  Island  and  Texas, 
though  they  have  not  adopted  it  as  a  department. 

We  enroll  at  present  3,337  members. 

A  very  slight  effort  on  the  part  of  the  various  Asso- 
ciations would  not  only  result  in  greatly  encouraging 
systematic  reading  of  the  Bible,  but  the  membership  fees 
Avould  soon  be  sufficient  to  keep  an  extra  worker  in  the 
field,  besides  paying  all  the  expenses  of  the  department. 

We  trust  that  every  state  and  province  will  lay  vigor- 
ous emphasis  upon  the  International  Bible  Reading 
Association  during  the  next  triennium. 

Mexico 
Mexico  is  an  open  door.  There  is  probably  no  more 
inviting  field  for  Christian  work  to  be  found  in  the  world. 
The  missionaries  of  all  denominations  who  are  now  work- 
ing in  Mexico  agree  to  this.  They  say  the  people  are 
breaking  away  from  the  priest-craft,  and  that  the  field  is 
ripe.  The  whitest  portion  of  the  field  is  among  the 
children. 


Report  of  the  General  Secretary  429 

The  first  specific  endeavor  of  our  Association  to  help 
the  people  of  Mexico  took  form  in  July,  1903,  when  in 
answer  to  their  call  for  help,  w^e  sent  Mrs.  Bryner  to 
their  National  Convention,  held  in  Mexico  City.  This 
convention  was  most  remarkable  in  many  ways.  Seven 
hundred  and  twenty-five  delegates  were  present, 
representing  twenty-four  of  twenty-seven  states  of 
the  great  republic.  Some  of  these  delegates  walked 
sixt}^  miles  to  attend  the  convention.  In  the  follow- 
ing winter  of  1904  Mrs.  Bryner  was  sent  there  again, 
and  made  a  tour  covering  two  months,  visiting  many  of 
their  cities  under  the  direction  of  their  local  workers. 
This  tour  which  was  made  possible  largely  by  gifts 
solicited  by  the  Sunday  School  Times  for  this  specific 
purpose,  was  greatly  blessed.  It  became  evident  to  the 
missionaries  there,  as  well  as  to  Mrs.  Bryner,  that  there 
ought  to  be  a  general  secretar>^  placed  in  charge  of 
the  work. 

The  International  Committee,  in  the  summer  of  1904, 
set  apart  S250  to  be  expended  in  Spanish-speaking  litera- 
ture for  gratuitous  use  in  Mexico  and  Central  America. 
Mrs.  Br}mer  was  asked  to  prepare  this  literature  because 
of  her  familiarity  with  the  field,  and  two  months  in  the 
winter  of  1905  were  set  apart  for  that  purpose.  Eight 
leaflets  have  been  written  by  her  for  this  purpose.  They 
have  been  reviewed  and  revised  by  a  large  number  of 
missionaries  in  Mexico.  It  is  thought  these  leaflets  are 
sufficient  for  the  present. 

It  was  thought  best  not  to  have  all  of  these  printed  at 
once,  because  their  annual  convention  is  to  be  held 
within  three  weeks  from  this  time  in  the  city  of  Guada- 
lajara, when  new  officers  will  be  elected,  and  their  names 
and  the  location  of  their  office  should  appear  upon  the 
leaflets.  Mrs.  Bryner  is  to  be  in  attendance,  and  will 
sj^end  the  two  months  following  in  convention  work  in 
different  parts  of  the  republic.  One  thousand  each  of 
the  leaflets  Nos.  i,  2  and  8,  have  been  prepared  for  use  in 
their  convention. 


430  The  Reports 

One  thousand  dollars  of  our  money  is  equal  to  some- 
thing over  two  thousand  dollars  of  their  money,  and  will 
sustain  their  work  for  a  year,  supporting  a  general  sec- 
retary. Some  specific  effort  has  been  made  to  help  them 
seciore  a  secretary,  and  the  results  of  that  efTort  will  be 
made  known  at  a  later  hour  in  this  convention.  Here 
is  a  magnificent  opportunity  for  investment  in  the  Lord's 
work.  Our  brethren  in  Mexico  are  profuse  in  their 
expressions  of  gratitude  because   of  our  helpfulness. 

The  West  Ixdies 
Correspondence  has  been  opened  up  with  the  West 
Indies,  reaching  from  Cuba  to  Trinidad,  and  even  includ- 
ing Demerara.  We  had  hoped  ere  this  to  make  a  cruise 
of  this  inviting  portion  of  our  field,  but  as  yet  have  not 
been  able.  It  is  our  hope  that  during  the  next  winter 
a  cruise  may  be  made  covering  sue  or  eight  weeks,  for  the 
purpose  of  holding  conventions  and  inspirational  meet- 
ings in  as  many  as  possible  of  the  strategic  points  of  these 
islands.  The  traveling  expenses  of  each  person  sent  on 
such  a  tour  can,  it  is  estimated,  be  covered  by  S250,  or 
possibly  less.  The  party  ought  to  consist  of  ten  people 
(though  four  would  do),  fairly  representing  the  different 
departments  of  the  work,  so  that  several  meetings  can 
be  held  at  one  time.  The  committee  will  be  glad  if  any 
of  our  recognized  practical  Sunday-school  workers  will 
volunteer  for  this  delightf\il  cruise.  It  ought  to  start 
about  the  first  of  January',  and  retvum  the  latter  part  of 
February  or  the  first  of  March.  Our  correspondents  in 
all  parts  of  this  great  field  are  looking  fon\'ard  with  keen 
anticipation  to  the  consummation  of  such  a  plan.  Two 
missionaries  from  Trinidad  were  with  us  on  the  Jerusa- 
lem trip  and  were  very  anxious  that  this  cruise  should  be 
made  last  winter.  If  it  is  to  be  carried  out  this  winter,  we 
ought  to  know  it  now.  There  are,  no  doubt,  those  in  this 
convention  who  would  be  willing  to  contribute  the  82,000 
or  83,000  necessary  to  make  such  a  trip  possible.  If  so, 
we  shall  be  very  glad  to  cultivate  their  acquaintance. 


Report  of  the  General  Secretary  431 

Personal 

Durintr  the  past  three  years  my  oifice  work  has  been 
heavier  than  visual  because  part  of  my  duties  have  been  to 
arrange  for  the  conventions  and  make  appointments  for 
all  of  our  workers.  I  have  also  been  called  upon  to  meet 
with  the  Executive  Committee  and  other  committees 
frequently.  Consequently  I  have  not  been  able  to  be 
in  the  field  as  much  as  I  otherwise  would.  However,  I 
have  traveled  during  the  last  three  years  76,327  miles 
(not  including  the  trip  to  Jerusalem),  and  have  made  743 
addresses.  I  have  been  permitted  also,  by  the  courtesy 
of  the  International  Committee  and  the  World's  Execu- 
tive Comm.ittee,  to  attend  the  Centennial  of  the  Simday 
School  Union  of  London,  and  the  ^\''orld's  Convention  at 
Jerusalem.  These  two  trips  together  consumed  over 
four  months  of  time. 

The  large  amount  of  mail  received  and  forwarded,  and 
the  other  work  necessary  in  my  office,  has  been  attended 
to  vip  to  within  nine  months  by  Mr.  Starr  and  such 
occasional  help  as  I  could  secure.  Since  then  another 
stenographer  has  been  added,  and  yet  the  work  is  crippled 
for  the  lack  of  sufficient  office  force.  We  have  prepared 
and  used  over  a  million  pieces  of  printed  matter,  all  bear- 
ing upon  the  work.  Of  this,  500,000  were  Round  Table 
Leaflets,  furnished  for  convention  use  in  the  various 
states  and  provinces.  Have  sold  .International  Reports 
amounting  to  S917.79.  I  have  not  done  all  I  planned 
to  do,  because  of  the  lack  of  time  and  help. 

Before  closing  this  personal  note,  I  wish  to  express 
my  heartfelt  gratitude  to  the  whole  Committee,  and  its 
chairman,  Mr.  Hartshorn,  and  its  treasurer.  Dr.  Bailey, 
for  their  j^atience  and  kindness  shown  in  many  ways. 
Also  to  m.y  associates  in  the  International  field,  the 
general  secretaries,  and  the  workers  of  the  various  asso- 
ciations throughout  all  of  North  America.  They  have 
all  been  kind  to  me  far  beyond  what  I  have  deserved,  and 
I  am  very  thankful  to  every  one  of  them,  and  most  of  all 
to  the  Ileavcnlv  Father. 


432  The  Reports 


Sunday-school  Statistics  of  North  America 

Gathered    for     the     Eleventh     International     Sunday-school     Convention, 
Toronto,  Canada,  June  23-27,   1905 

By  far  the  most  difificult  feature  of  our  work  is  that  of 
gathering  the  statistics.  It  is  Hkewise  the  most  unsatis- 
factory. Even  with  the  best  organization  it  is  always 
attended  with  a  large  amount  of  detail  work  and  requires 
much  perseverance  and  patience.  Without  thorough 
organization,  statistics  are  little  more  than  estimates. 
Good  organization,  on  the  other  hand,  brings  good  sta- 
tistics. Indeed,  this  is  the  severest  test  of  organization. 
No  matter  how  thoroughly  a  state  may  be  organized  in 
other  directions,  the  inability  to  gather  satisfactory 
statistics  indicates  that  the  organization  is  defective. 
Complete  statistics  cannot  be  gathered  through  exclu- 
sive denominational  channels,  becavise  many  of  the 
smaller  denominations  do  not  issue  year  books,  and  many 
of  the  schools  are  identified  with  no  denomination.  The 
process  of  gathering  statistics  is  exceedingly  valuable 
and  helpful  to  the  secretary,  for  the  reason  that  it  puts 
him  into  possession  of  the  facts  he  otherwise  would  not 
know,  and  makes  him  more  familiar  with  the  field  than 
he  could  otherwise  become.  Indeed,  the  gathering  of 
statistics  puts  the  secretary  in  possession  of  information 
that  is  vitally  important  to  his  work,  indeed,  far  more 
so  than  the  figures  themselves. 

It  ought  to  be  an  encouragement  to  us  to  secure  as 
accurate  statistics  as  possible  because  of  the  fact  that 
Hon.  William  T.  Harris,  Commissioner  of  Education  of 
the  United  States,  has  promised  to  embody  our  statistics 
in  his  official  report.  (See  Statistical  Tables  in  Appen- 
dix.) 

Statistics  from  Colored  Sunday-schools 
In  our  present  condition  of  organization,   it   is  quite 
impossible  to  secure  accurate  statistics  of  the  colored 
Sunday-schools.     They  are  included  in  the  statistics  for 


Report  of  the  General  Secretary  433 

the  white  schools  in  the  preceding  tables.  Since,  how- 
ever, we  have  now  fairly  good  organization  in  North 
and  South  Carolina,  likewise  in  Georgia  and  Alabama, 
and  a  partial  organization  in  Virginia,  all  under  the 
general  direction  of  our  negro  field  workers,  it  ought  to 
be  less  difficult  to  secure  statistics  from  this  depart- 
ment of  our  work.  We  trust  that  by  the  next  Inter- 
national Convention  we  shall  be  able  to  report  just 
how  many  colored  schools  there  are,  together  with  the 
enrollment. 

Wh.\t  Our  St.\tistics  Show 

1.  A  very  slight  gain  in  the  number  of  Sunday-schools 
and  in  the  total  enrollment. 

2.  Much  inaccuracy  in  the  reports,  as  shown  by  the  fact 
that  no  less  than  twelve  states  report  a  gain  or  loss  of 
about  40,000  each  as  compared  with  the  last  statistics 
presented,  while  one  state  shows  a  gain  of  117,000  and 
another  shows  a  loss  of  237,000.  These  figures  simply 
mean  great  inaccuracy  somewhere,  either  with  present  or 
former  reports. 

3.  An  increase  in  the  number  of  states  organized. 

4.  That  we  have  held  about  14,000  Sunday-school 
conventions  dtiring  the  past  year,  or  probably  40.000 
conventions  during  the  triennium. 

5.  A  considerable  falling  off  in  the  number  of  Primary 
Unions. 

6.  Nearly  12,000  Primary  Departments  reporting 
separate  rooms. 

7.  A  gain  of  25  per  cent  in  the  Home  Department. 

8.  A  gain  of  about  100  per  cent  in  the  membership  of 
the  teacher-training  classes. 

9.  A  gain  of  120  per  cent  in  the  number  bf  teacher-train- 
ing graduates. 

ID.  Ninety-seven  hundred  and  ninety-three  Cradle 
Rolls  reporting,  with  198,223  members. 

II.  Thirty-five  hundred  and  sixty-four  schools  observ- 
ing Decision  Day. 


434 


The  Reports 


12.  Nineteen  states  and  provinces  reporting  Temper- 
ance Departments.  The  Dominion  of  Canada  leads  in 
this  department. 

13.  Eighteen  states  report  3,337  International  Bible 
Reading  Association  members. 

14.  Eighty-nine  workers  are  employed  by  our  Asso- 
ciations on  full  time,  and  fifty-nine  on  part  time. 

15.  There  is  a  gain  of  30  per  cent  in  the  number  of 
teachers'  meetings. 

16.  The  additions  to  the  churches  from  the  Sunday- 
schools  show  up  better  than  before  with  many  states  not 
reporting. 

We  are  "  holding  our  own  "  and  something  more. 
Our  chief  concern  just  now  should  be  to  ascertain  "  who 
is  holding  the  rest  "  and  what  ovir  responsibility  is  in 
regard  to  them. 

Respectfully  submitted, 

M.\RioN  Lawrance, 
General  Secretary 


Report  oj  ihc  Trcu surer 


435 


Dr.  G.  W.  Bailey 


Report  of  the  Treasurer 

Dr.  GEORGE  W.  BAILEY,  Philadelphia,  Pa. 

At  ihe  Denver  Convention  we 
received  59  state,  ])rovincial,  terri- 
torial, and  district  pledges.  Of 
these  59  pledges,  48  have  been  paid 
in  full,  and  upon  8  there  has  been 
partial  payment.  Of  the  275  per- 
sonal, church  and  school  pledges, 
206  have  been  paid  in  full  and  of 
the  remaining  69,  40  are  partially 
paid. 

Your  secretaries  and  field  workers 
have  been  most  painstaking  in   the 
statement  of  their  accounts  and  the 
expenditure   of    your   money.       An 
impartial    comparison    will    clearly 
demonstrate   that    they  ha\-e   trav- 
eled more  miles,  visited  various  sec- 
tions of  our  country  more  frequenth', 
held     more    conventions,    institutes 
and  conferences,  and,  so  far  as  huinan 
intelligence  can  determine,  accomplished  far  greater  results  in 
proportion  to  the  money  expended  than  during  an}-  previous 
triennium  in  the  history  of  our  International  Convention. 

I  desire  to  express  my  sincere  gratitude  to  scores  of  our 
contributors  who,  in  addition  to  prompt  payment  of  their 
pledges,  have  greatly  encouraged  your  Treasurer  by  expres- 
sions of  appreciation  and  of  warm  interest  in  the  work 
which  lies  so  near  our  hearts. 

To  illustrate:  The  Treasurer  of  one  of  our  organizations 
wrote  tmder  date  of  June  12  last  as  follows:  "  I  enclose 
herewith  draft  for  S90  to  pay  balance  due  on  Oklahoma's 
pledge  to  the  International  Association.  If  it  makes  you 
as  happy  to  receive  this  check  as  I  am  in  sending  it,  there 
are  two  happy  treasurers."  Further  he  says:  "  I  write  this 
upon  my  return  from  a  seventy-mile  journey  by  cars  and 
teams,  and  an  investment  of  one  and  a  half  days'  time  and 
$6,  to  help  a  delinquent  county  to  meet  its  S50  pledge. 
Received  Si  1.25  in  cash  as  a  visible  restilt,  and  a  promise  of 
the  balance.  Yet  it  is  glorious  work  and  I  am  a  thousand 
fold  repaid  in  the  joy  the  Lord  gives  me  in  His  .service." 

A  member  of  the  E.xecutive  Committee  writes:  "  Here- 
with find  my  check  for  S42  to  pay  balance  due  on  account 
of  our  primary-  pledge,  and  an  additional  check  to  pay  all 
unjjaid  personal  pledges  of  persons  residing  in  Iowa."  A 
state  secretary  writes:  "  Please  send  me  a  memorandum  of 
all  unpaid  yjledges  of  persons  residing  in  Illinois,  and  I  will 
send  a  check  to  pay  them." 


436  The  Reports 

'  Per  Coxtra:  A  Sunday-school  in  one  of  our  AVestem 
states  pledged  $5  per  annum,  or  Si 5  for  the  three  years. 
The  first  y'ear's  pledge  was  paid.  Numerous  requests  for 
the  payment  of  the  balance  brought  the  following  from  the 
superintendent,  who  is  the  manager  of  an  investment  com- 
pany. He  wrote:  "  Since  making  that  pledge  otir  Sunday- 
school  and  church  have  spent  821,000  in  building  a  fine 
place  for  holding  our  Sunday-school.  The  result  is  our 
Sundav-school  is  "in  very  close  quarters  financially,  although 
their  rooms  for  holding  school,  v.ith  the  exception  of  three 

or  four  buildings,  are  the  finest  in  the  state  of .     For 

this  reason  we  will  ha\-e  to  ask  you  to  excuse  us  from  the 
pledge    this    time."      They  were  excused. 

The  total  amount  reported  as  pledged  at  Denver,  including 
§2,518  reported  as  pledged  at  a  meeting  of  the  Primary 
Department,  was  forty-three  thousand  four  hundred  and 
nineteen  dollars  ($43,419).  By  reason  of  duplicate  pledges 
and  misunderstandings,  this  amount  was  reduced  to  forty 
thousand  four  hundred  and  nine  dollars  (840,409),  of  which 
sum  thirty-eight  thousand  six  hundred  and  seventy-seven 
dollars  (838,677)  have  been  collected,  leaving  a  balance  un- 
collected of  one  thousand  seven  hundred  and  thirty-two 
dollars  (81,732).  We  have,  therefore,  received  nearly  96% 
of  the  total  amount  pledged. 

In  three  instances  pledges  were  made  by  the  states  far  in 
excess  of  their  ability.  These  were  adjusted  by  corre- 
spondence with  the  executive  committees  of  these  states, 
which,  being  allowed,  will  show  that  our  collections  are  nearly 
98%  of  the  total  amount  pledged. 


RECEIPTS 

ALABAMA S31S  00 

Primary  Department 45  00 

Bibb  County  (colored) i   3° 

Mobile  Co\mtv  (colored) 3  00 

Mrs.  G.  E.  McGehn    i  00 

Teachers  Association,  Louchapoka    2  00 

Lafayette i   00 

Auburn  Primary  Union 2  00 

Expenses,  G.  G.  Marcus  and  J.  E.  Shepard 37  04 

,,         M.  Lawrance 35  00 

ALASKA: 

Samuel  Green    S20  00 

W.  D.  Wood   : 30  00 

Sheldon  Jackson 5  00 

ALBERTA S40  00 

E.  K.  Warren    30  00 

ARIZONA S30  00 

M.  B.  Hazeltine    95  00 

ASSINIBOIA: 

Allan  L.  MacLean Si  5   oo 

E.   K.  Warren 30  oo 


Report  of  the  Treasurer  437 


.«                                                             .  S150  0° 

ARKANSAS 5  00 

Mrs.  K.  T    Hagler ^^  00 

Expenses,  Mrs.  Barnes 

W.  C.  Pearce -  nr, 

..    .         VanBuren __^_^        5^,^  ^„ 

50  00 
BRITISH  COLUMBIA 

CALIFORNIA  (North)  5'°°  °° 

Primarv  Department 25  00 

C.  M.  Campbell  . co  00 

Expenses.  W.  C.  Pearce | 

Mrs    Barnes *^  „„ 

M.  Lawrance ^^.  qq 

CALIFORNLA  (South)    ^'^°  °° 

Primarv  Department i  >;  00 

Mrs.  L.  N.  Richards /  ^^ 

Expenses.  W.  C   Pearce ^^  ^^ 

Mrs    Barnes ]^  „„ 

,,         M.  Lawrance -^     36-  00 

Si  75   00 
COLORADO  . • ,62  so 

?:;X?;aSd"pS'sundWy-school.  Sterling  .  ..  V.  S  00 


l\v?nt^y-lhi"rd  Ave".  Mi'^ionary  Society'.  Denver  W.  ^  6  00 

R.  W.  W.  Kingston ^  ^o 

K'cS^r'igational  Sunday-schooi."  Teiluride "  ." '.  10  00 

Dr.  A.  H.  Stockham ■  ■  ■  ,5  00 

Fifth^St^M^E^ Sunday-schooi;  Grand  junction '.  '.  5  00 

T.  H.  Acherson 20  So 

R.  M.  Pollock    JO  00 

Colorado  Springs     2^00 

Expenses,  Mrs.  Bryner 5 1  2  00 

„~  S?oo  00 

CONNECTICUT ^^,5  00 

W.  H.  Allen ^00 

Mrs.  F.  S.  Walkley •  •  • ' 

Center  Church  Sunday-school ^^ 

E.  P.  St.  John ^00 

Expenses.   M.  Lawrance    i .;  00 

Mrs.  Barnes Ji 

:.         W.C.  Pearce ^H 

Mrs.  Bryner .         ^.^    j^ 

CUBA:                                 r.           1  7=;  00 

Rev.  J.  A.  Worden,  Pennsylvania 

CENTRAL  AMERICA:  ,0  00 

Edwin  H.jllock,  Connecticut 

S?oo  00 

DELAWARE *^oo  00 

W.  K.  Crosby    to  00 

Mrs.  Crosby  . ,0  00 

Herbert  N.  Fell  . 

Expenses.  W.  C.  Pearce _J^ (ig.  qq 

DISTRICT  OF  COLUMBIA    §-'75  00 

Primarv  Department ^   ^^ 

A.  L.  Dietrich    i  c  00 

Mrs.  W.  F.  Crafts ^  ^^ 

ExiH>nses.  Mrs   Barnes ^  ^^ 

M.  Lawrance ,,00 

;;         W.  C.  Pearce _  ^'  °°         403  so 


438 


The  Reports 


FLORIDA S20  oo 

H.  C.  Grover 30  00 

Expenses,  M.  Lawrance 25   00 

GEORGIA    S352   10 

Friendship  Baptist  Church,  Atlanta .  77   60 

W.  S.  Witham         10  00 

Second  Presbyterian  Sunday-school,  Augusta  ...  10  00 

Sunday-school  Superintendents'  Union    30  00 

Coweta  County  (colored) 2  66 

Mass  Meeting,  Hamilton  (colored) i    26 

Church,  Americus  (colored)    i    26 

Dougherty  County  (colored) 4  06 

Brunswick  City  (colored)    2   20 

Dublin  (colored) 401 

Eastman  (colored) i   00 

Macon  (colored)    2   50 

Congregational  Sunday-school.  Thomasville    ....  i    15 

A.  M.  E.  Sunday-school,  Thomasville S  os 

First  Baptist  Sunday-school,  Thomasville 3  05 

Augusta 255 

Expenses,  M.  Lawrance 109   11 

Mrs.  Bryner       30  00 

W.  C.  Pearce  (Colored  Association)    .  .  10  00 

W.  C.  Pearce,  Savannah  and  Atlanta  .  iS   79 

W.  C.  Pearce 125  00 

Mrs.  Barnes 36  36 

HAWAU: 

Rev.  W.  D.  Maze Sio  00 

Mrs.  E.  R.  C:arter 5   00 

IDAHO : 

-Methodist  Sunday-school,  Boise S30  00 

H.  E.  Xeal 30  00 

Primary  Union,  Boise    2   25 

Expenses,  W.  C.  Pearce 1250 

,,          W.  C.  Merritt    20  00 

Mrs.  Barnes 12   50 

ILLINOIS     S3  000  00 

Primary  Department    225   00 

E.  O.  E.xcell I  000  00 

Oakland  M.  E.  Sunday-school,  Chicago    30  00 

E.  C.  Gedelman 15   00 

F.  A.  Wells    375  00 

Mrs.  Wells 75  00 

Edith  and  Harris  Wells 78  00 

Rev.  M.  S.  Johnson    15  00 

C.  H.  Brand '.  30  00 

J.  A.  Bumhaiii    30  00 

E.  H.  Nichols    go  00 

W.  C.  Pearce 45   00 

E.  L.  Griffiths 10  00 

Burr  Mission 1 5  00 

A.  J.  McDermid    6  00 

S.  C.  Wame 20  00 

C.  L.  Weaver 15   00 

G.  W.  Miller    45   00 

W.  B.  Rundle 45   00 

L.  B.  Vose  45  00 

W.  S.  Rearick   30  00 

Mrs.  William  Reynolds    33   00 

A.  T.  Arnold 3  00 

A.  H.  Mills 75  00 

Mrs.  Mills 15  00 

First  Presbyterian  Sunday-school,  Decatur 15  00 

Presbyterian  Sunday-school,  Toledo 5   00 

Englewood  First  ^L  E.  Sunday-school,  Chicago.  .  10  00 


839   71 


l\c[^-^rt  of  the  Treasurer 


439 


ISO 

oo 

3 

oo 

IS 

oo 

.i 

oo 

S 

oo 

15 

oo 

Q 

oo 

3 

oo 

loo 

oo 

.? 

oo 

JS 

oo 

IS 

oo 

3 

oo 

4 

oo 

jOO 

oo 

,> 

oo 

^^^Tt^S:^"^oo,.ShawneeU.wn 

Amv  C.  Crouch 

Mrs'.  D.  C.  Cook    

A.  W.  Snyder    _ 

Omah  Woods . 

Mrs.  C.  E.  Clark ; 

Rev.  Hugh  C.  Gibson ;  •  ■ 

C.  W.  Rose    . 

Bertha  A.  Beer 

Minnie  Bolan 

Mrs.  M.  F.  Bryner    

R   G.  Ardrey 

Mrs.  M.  F.  Hurst    

A.  W.  Rosecrans 

C.  J.  Kiefer   

Brown  County 

R.  C.  Willis.  ••.••••  V-,- 

Mr   and  Mrs.  Bickerdike   

i    B.  Trout 

SSo^f^-rsunday-schooi::::::::::::.-- 

P   p.  Laughhn    

Mrs.  E.  R.  \N'hite    

M.  L.  Noms      .;- 

E   M    Breckenbrdge    

D.  C.  Cook 

McDonough  County  . 

State  Association    for  Japan 

^S^Sy^DS^ent:  Auburn  ParkM.E.  Sunday 

school 

Old  Salem,  Chautauqua 

Fulton  County  . _        . . ,    ^^ 

Expenses,  Mrs.  Br>-ner  ^^^^  -^^^^  ■  •  ;  •  •  ■  ;  ^^  oo 

Cook  County 

Chautauqua 

Fulton  County 

•'•  ^^-  L^-^'^'^^  Moodv  Bible  Institute  !  '. 

Chicago  Association  .  . . 
"     W.C.Pearce  Superintendent  Union  Elgin 


INDIAN  TERRITORY 

Expenses,  W.  C.  Pearce 
Mrs.  Bryner  . 


INDIANA  .  .. ■ 

Primarv  Department 

Emil  Kroessman 

Mrs.  A.  C.  Baggs. 

Mrs.  Ida  Porterfield   .  . 

Mr.  and  Mrs.  J.  F.  Habler 

E.  D.  Kirby ■    • 

Fir^t  Christian  Sunday-schooi.' Angola 

C   B.  Butcher 

Mrs.  John  Gortner    

Mrs.  Lettie  Getz  

F.  W.  Kelsey •  ■ 

Mrs.  F.  C.  Leffingwell    

Clara  E.  Getz    

Walter  Carr 

Anna  R.  Black    

R.  S.  Ogle    

E.  J   Scott 

Amelia  Klute     

A.  P.  Ritz    


3  oo 
I  5  oo 
15   oo 

I  2    oo 

3   oo 

30  00 

-^oo   00 


20    00 
117    95 


25   00 

19  SO 
1    00 

20  00 
20   00 

;    00 


S6  791    90 


$7  5    00 
7    80 


S600   00 

45   00 

3   00 

2   00 

9  00 
30   00 

15   00 

2  00 

3  00 
I  00 
3  00 
g  00 
6  00 
3  00 
6   50 

15   00 
IS   0° 

10  00 

2  00 

3  00 


440 


77/r   Reports 


INDIANA  (Continued): 

Anna  M.  Schulz    §5 

Dorothea  Schulz ; 5 

Katie  Klute 5 

Adam  S.  Ogg  . 6 

Lutherans  of  Richmond 30 

Josiah  Morris 30 

W.  H.  Elvin    30 

Mrs.  D.  W.  Thomas 3 

William  C.  Hall 30 

Expenses,  M.  Lawrance 32 

,,          Mrs.  Barnes 40 

W.  C.  Pearce 4 

Mrs.  Bryner 35 

IOWA $450 

Primary  Department 78 

William  Tackaberry     30 

B.  F.  Jlitchell 3 

H.  R.  Millhiser   3 

J.  F.  Hardin    30 

\V.  A.  Sears 3 

A.  W.  Murphv j  5 

Mrs.  H.  B.  Burke 6 

Edith  G.  Whiting 6 

Expenses,  Mrs.  Barnes 50 

M.  Lawrance 60 

W.  C.  Pearce 6 

JAPAN: 

J.  D.  Springston S5 

KANSAS     S400 

Primary  Department   45 

J    H.  Engle    15 

Mrs   L.  L.  Uhls i 

Ida  E.  Staffer    6 

S.  P.  Kane 7 

Don  Kinney 75 

C.  C.  Kesinger     30 

Mr.  and  Mrs.  Kesinger ^00 

C.  H.  Isely '    6 

T.  A.  Werner 6 

A.  E.  Magafiin 6 

Expenses,  M.  Lawrance 47 

,,           Mrs.  Brvner 10 

W.  C.  Pearce    35 

,,           Mrs.  Barnes    30 

KENTUCKY    8450 

Primary  Department 15 

Miss  Sue  B.  Scott 335 

E.  A.  Fox 6 

Miss  Lucy  Mahan 15 

Mrs.  Foster  Hehn 75 

E.  N.  Woodruff 23 

C.  A.  Casperke    3 

Miss  M.  F.  Burton    15 

Expenses,  M.  Lawrance 97 

,,            Pastors'  Institute 25 

,,          Mrs.  Bryner 6 

W.  C.  Pearce So 

,                      ,,            Bible  College 25 

,,          Mrs.  Barnes,  Owenboro 5 

,,                     ,,           Louisville 10 

LOUISIANA S50 

J.  N.  Pharr    100 

New  Orleans  Primary  Unioq      4 


$1  043  oc 


740  d6 


I  18S  65 


Report  of  the  Treasurer 


441 


LOUISIANA  (Continued): 

Expenses,  Mrs.  Bryner  . 

W.  C.  Pearce 

''         Mrs.  Barnes  . 


MAmTOBA 

Primary  Department  .  . 
Expenses,  M.  Lawrance 


MAINE 

Primary  Department  .  . 

Nellie  B.  Jordan 

E   S.  Everett 

Expenses,  Mrs.  Barnes 
M.  Lawrance 
!'  W.  C.  Pearce 


MARYLAND    ■  ■  -. 

Baltimore  Primary  Lnton 

Expenses,  W.  C.  Pearce    

Mrs.  Barnes 

M.  Lawrance,  Baltimore 


MASSACHUSETTS 

J   W.  Field    

W.  C.  King    ......... 

Mrs.  F.  L.  Cleveland    .  . 
Rev   C.  H.  Daniels  .... 

Edwin  R.  Partridge      .  . 

Mrs.  Lucv  Stock 

W.  X.  Hartshorn    

E.  P.  St.  John 

Chester  W.  Kmgsley  .  . 
Expenses,  M.  Lawrance 

Mrs.  Bryner  . 

Barnes   


MICHIGAN    ;•■■,•  A a"  C" 

Presbvterian  Sunday-school,  Ann  Arbor 
In  memoriam,  Mrs.  B.  M.  Richmond    .  . 

Misses  Davidson  and  Warren 

William  Milhan  and  Alice  RenifF 


S25 

00 

so 

00 

SO 

00 

$275  00 


S300 

00 

^o 

00 

2 

00 

10 

00 

■SO 

00 

7 

82 

30 

00 

Si 


T   G.  Johnston •,•■,"  v;  '  '^i '  X  ''  i 

First  Presbvterian  Sunday-school,  Battle  Creek 


Mrs.  G.  C.  Higbee  .--•••■ 

North  Side  Sunday-school  .... 

L.  Lawrence    V.' '  "  -'j  ' 

Primarv  Union,  Grand  Rapids 
E.  K.  Warren 


Expenses,  M.  Lawrance 


Mrs.  Brvner   . 
W.  C.  Pearce. 


Wavne  County 


Hillsdale  College 
District  Meeting 


MINNESOTA •  ■  ■  _     •    •  •  .  •  •  • 

Primary  Department,  St.  Paul  Union. 

St.  Paul  Union    

,        NL  Lawrance    

W.  C.  Pearce 


MEXICO : 

D.  C.  Cook.  Illinois  .  . . 
Expenses,  Mrs.  Br>-ner 


15 

00 

30 

00 

I  500 

00 

60 

00 

30 

00 

3  000  00 


06 


S279  00 


S600  00 
lo  00 
15  00 
1 5' 00 
15  00 
30  00 


5  00 


TOO 

00 

62 

00 

4 

00 

75 

20 

2=; 

00 

8 

40 

5 

00 

Si  50  00 


3  34 


401)  S: 


5  332  06 


toil  60 


23:5  34 


$150  00 
6  00 


156  00 


442  The   Reports 


MISSISSIPPI $150  oo 

L.  A.  Duncan    is   00 

Expenses,  M.  Lawrance 80  00 

W.  C.  Pearce 5°  00 

MISSOURI S7g  7° 

Primary  Department   7  7    5° 

Presbyterian  Sunday-school,  Parkville 1 5   00 

A.  L.  Galowav  and  family    10  00 

Mrs.  R.  W.  Waggener    1 5   00 

Independence  Avenue  M.  E.  Sunday-school,  Kan- 
sas City    30  00 

Mrs.  Sarah  F.  Marston i    00 

Expenses,  Mrs.  Bryner 68  47 

,,                  ,,              Springfield  City    10  00 

,,                   ,,              Primary  Union 17   .so 

,,           W.  C.  Pearce 55   00 

,,                  ,,              East  St.  Louis  S.  S.  Union,  3   00 

MONTANA: 

First  Presbyterian  Sunday-school,  Butte   

NEWFOUNDLAND : 

Frank  Woodbury $3°   0° 

NEVADA    S20  00 

Expenses,  M.  Lawrance 15   00 

NEW  BRUNSWICK $300  00 

Primary  Department iS   75 

Expenses,  ^I.  Lawrance 35   00 

W.  C.  Pearce 85  00 

,,          Mrs.  Barnes i    25 

,,          Mrs.  Bryner   3°  °° 

NOVA  SCOTIA S225   25 

Expenses,  M.  Lawrance 106  00 

W.  C.  Pearce 50  00 

Mrs.  Barnes 50  00 

,,          Mrs.  Bryner    5°  00 

NEBRASKA «3oo  00 

Primary  Union 1 1   00 

D.  B.  Gilbert 15   00 

W.  D.  Myers 5   00 

R.  D.  Gould 45   00 

J.  D.  Stewart 1 5   00 

Carl  E.  Oberg    5  00 

T.  A.  Moss   3  00 

Rev.  F.  W.  Dean    3  00 

Roy  M.  Jackson    2  00 

W.  R.  Jackson    3  00 

Mrs.  Marv-  C.  Arnold    3  00 

Mark  L.  Hodge 5   00 

L.  W.  Zook    3   00 

K.  L.  of  C.  E.  Society,  Dawson   10  00 

Knox  County    i   00 

Expenses,  Mrs.  Barnes    3   25 

M.  Lawrance 45   °° 

W.  C.  Pearce 15   00 

NEW  JERSEY    Si  505  93 

Primary  Department 180  00 

Mrs.  E."  M.  Ferguson    3°  00 

E.  W.  Barnes    75   00 

George  W.  Bailev 300   00 

Miss  E.  D.  Paxson 60  00 

A  friend 1500 

15   00 


S2QS    00 


i83 

07 

30 

oc 

30 

00 

35 

00 

Report  o;  the  Treasurer 


443 


HEW  JERSEY  (Continued):  5^  .^ 

W.  H.  Krerge    50  00 

F.A.Ferris.. 4000 

Expenses,  M.  Lawrance 2s   00 

Mrs.  Bryner    -i    j  2 

Mrs.  Barnes     . ...    •  ■_ co   10 

by  Mrs.  Barnes __59_io     ^^  ^^^  ^_ 

Si >o  00 

NEW  HAMPSHIRE^ 25  00 

Expenses.  Mrs.  Barnes 

W.  C.  Pcarce ^   ^^ 

Mrs.  Bryner    __f 225  00 

S50  00 

NEW  MEXICO  .  •••■■•■ 19  33 

Expenses,  Mrs.  Barnes     2^;   00 

Mrs.  Br>-ner    f P4  ^3 

,  Si  800  00 

NEW  YORK   • 225  00 

Primarv  Department 1 5  00 

DeWitt  C.  Hurd 30  00 

Thomas  Hooker    jo  00 

W.  W.  Hall ■ 3000 

Wallace  Weston.  Jr .  00 

Mrs.  H.  A.  Clark ^^00 

P.  B.  Bromfield 25  00 

F.  Billings    50  00 

F.  A.  Ferris   [\  25  00 

ly^uis  Klopsch  •  ■ ;  • : 20  00 

New  York  City  Mission   .  . /,••;• 2  c  00 

Fxoenses    M   Lawrance,  Kings  County .  .........  ,i  " 

E,xpenseb,  .1.  ^                   Auburn.  Sunday-school.  33°° 

,.                       "                                            20  00 

_,"             2  00 

Mrs.  Barnes 2  402  00 

$170  00 

NORTH  CAROLINA    •■■•-■■•  ■r.\.(„y: 20  00 

Tabernacle  Sunday-school,  Raleigh ^  ^^ 

G.  W.  Watts.  ••■•••••,• ■ I    21 

Riedell  County  (colored)  .....' 

Berquiman  Count v  (colored)  .•■.•••-• ,  ^  00 

Colored  Sunday-school  Aviation -9 

Pasquotank  County  (colored) =   ^^ 

Tarboro  County  (colored) „ 

Greenville  County  (colored) 

Washington  County  (colored)    ^  ^   ^^^ 

Hertford  County  (colored) ^    .^ 

Chowan  County  (colored)     

Columbia  Ounty  (colored) ^    ^^ 

Newberry  County  (colored)    ^    j^ 

Weber  O^unty  (colored)    2-0 

Person  County  (colored)    10  00 

J.  E.  Shepard    ,  00 

P   H.  Williams    u;  •  ■  '  1  un 2  00 

First  Baptist  Church.  Chapel  Hill  ^  ^^ 

Alamance  Colored  Association      p,;.- ^V  pj-." "  ^  00 

Mt.  Olive  Baptist  Sunday-school,  Elizabetn  City    .  ^  ^   ^^ 

Beaufort  County ,   00 

S'Je'^.W^TPearce,  Colored  AssclK^iation: !  : !  53  °o 

tixpenses,  "  •  ^  Raleigh  Meeting ^3   3° 

..  „   ,v  •        40  00 

C.D.Meigs ,000 

Mrs.  Bryner  ■    ■  ■■  ■ .    ,0 

Salisbury 4  5^ 

W.  C.  Pearce,  Salisbury "*  ^  526  79 

^,                                                             .  .  $180  00 

NORTH  DAKOTA    . 300  00 

Bv  R.  B.  rmflfith    JO  00 

Primarv  Department 30  00 

R.  B.  Griffith 


444  The   Reports 

NORTH  DAKOTA  (Continued): 

Grand  Forks  Primary  Workers    $500 

Expenses,  Mrs.  Bryner 45   00 

I.          M.  Lawranc     40  00 

OHIO    , $1  500  00 

Primary  Department 100  00 

M.  Lawrance    1 50  00 

Ashland  County  Sunday-school  Association    ....  i  s  00 

M.  B.   Templm . 15   06 

South  Congregational  Sunday-school,  Columbus,  1 5   00 

M.  E.  Sunday-school,  Centreburg    5  00 

W.  C.  Wayte   i  o  00 

J.  H.  Lamb 15  00 

L   C.  Lawrence    15   00 

Charles  E.  Archer .^o  00 

J.  A.  Boughtor    ,.  .  10  00 

Logando  U.  B.  Sunday-school,    Springfield i.S   00 

Monroe  County i  S  00 

Washington  County ; 75   00 

Montgomery  County 36  00 

Nellie  H.  Copeland .?  00 

A.  C.  Crist 15  00 

Christ  an  Workers'  Home   5  00 

U.  B.  Sunday-school,  Potsdam    .s  00 

Mrs.  R.  J.  Smith 3  00 

T.  H.  Ellenberger 100  00 

Hood  Bros.  &  Co. 48  00 

City  Primary  Union i    00 

Findlay  Primary  Teachers    1    20 

H.  H.  Finch 50  00 

Cleveland  Primary  Union   5  00 

C.  E.  Grant 5  00 

George  Brainard 5  00 

E.Kpenses,  W.  C.  Pearce 57   50 

,,                       ,,            Cleveland 25   00 

Toledo  Institute 25   co 

,,         Mrs.  Bryner • 35   00 

.,                      .,            Hamilton    County     10  00 

,,                       ..            Cuyahoga   County    15  00 

,,         M.  Lawrance,  Cleveland   10  00 

,,                       ,.            United  Presb.  Seminary,  10  00 
,,                       ,,            Heidelberg      Theological 

Seminary 27   00 

,,                       ,,            Lane  Seminary 15   00 

,                       ,,            Oberlin  Seminary 5   00 

,,                       ,,            U.  B.  Seminary    10   00 

,,         Mrs.  Barnes,  Toledo  Institute so   00 

ONTARIO S600  00 

T.  B.  Escott    so  00 

Expenses,  M.  Lawrance 57   50 

,,                       ,,            Queen  Union 35   00 

,,          Mrs.  Bryner 37    50 

Services,     Mrs.  Bryner    So   00 


2  561    76 


S30   00 


OKLAHOMA S17S  00 

Oklahoma  City 10  00 

Expenses,  M.  Lawrance 22  45 

,,          Mrs.  Brvner    22  00 

W.  C.  Pearce 66  06 

29s   SI 

OREGON    S50  00 

Primarv  Department   60  00 

R.  J.  Ginn 60  00 

Expenses,  W.  C.  Pearce 25  00 

,,          Mrs.  Barnes 25  00 

„         M.  Lawrance 5°  00 


Report  of  the  Treasurer 


445 


PENNSYLVANIA  ! ! ! ! ! ! ! ! ! ! !: ! ! ! !  ^''°oo  ^ 

Bv  S.  h*.  Liiii 200  00 

Primary  Department  2  00 

Unknown 2 ;  00 

I.  P.  Black  .  ...  •••••■; J  00 

^e^^^S^t^^l'g^SundaylscW/Ai.egh^V.  ^:s  00 

H.  J-  Hemz    . . ■  ;  •  ,0  q^ 

Mrs.  I.  P.  Black   5o  00 

S.  E.  Gill    ,5  00 

Mrs.  H.  C.  Ayres ,00  00 

Rev  J  R.  Miller,  D.D -■  •  ^   ,   00 

Summer  School.  Mill  Rift   ^   ^^ 

Mrs.  A.  Fergiis    ■  ■  -. 2  00 

Wilkesbarre  Primary  Union  ^  ^^ 

Mrs.  L.  M.  Hagerty    100  60 

Expenses.  Mrs.  Bames^^. ^ . ^ .^^..^-p.^^- ■^^:^-_  .  ,, 

M.  Lawrance _^L!^    S4  596  85 

™F^.^?ri^^e^afs=unday-schopl.  Portland   Ore^         SiS  00 
Plvmouth  Congregational  Sunday-school,  Colum-  ^_  ^^ 

En''gkWS°FirsrM.-EVSunday--schooi:Chicago-:  :  10  00 

C.  C.  Kesinger,  Kansas    ^.  ^^ 

Wyoming  Association ^  ^^ 

L.'W.  Gunby,  Maryland ,00  00 

PORTO  RICO:  S50  00 

L.  W.  Gunby,  Maryland _j ,^  00 

PRINCE  EDWARD  ISLAND ^\l  °° 

Expenses,  M.  Lawrance 10  00 

W.  C.  Pearce ,„  00 

„         Mrs.  Bryner    ,  30  00 

S300  00 

QUEBEC    •  35  00 

Primary  Department 26  00 

Expenses,  Mrs.  Barnes -   oo 

,,         W.C. Pearce ^^  „„ 

Montreal,  for  Primary  Work    _^oi   00 

„„                                                                     .  .  S300  00 

RHODE  ISLAND 50  00 

Primarv  Department Voo  00 

Providence  Lithograph  Compan\    S3  96 

Expenses,  Mrs.  Barnes 70  00    • 

Mrs.  Brj-ner    ^       „ 

W.  C.  Pearce |  00 

M.  Lawrance 773  96 

„  .  S  ?oo  00 

SOUTH  CAROLINA     ■■■■■■■■- i  60 

Spartanking  County  (colored)    ^    .^ 

Darlington  County  (colored)    ^  ^. 

Marion  County  (colored) ^   .« 

Florence  County  (colored)    ,00 

Manning  County  (colored)    o 

Beaufort  County  (colored)    2  25 

Bamnall  County  (colored)    5   .^ 

Chester  County  (colored)    .  00 

Hunter  Ounty  (colored) ■    •  •  .5 

Collections 33  00 

Colored  Convention   . 5  00 

Rockhill  Sunday-school 45  00 

Expenses,  Mrs.  Bryner 10  00 

Mrs.  Barnes ,,   5, 

"          W.  C.  Pearce __f — t         449  36 


446 


The  Reports 


SOUTH  DAKOTA  

Mr.  and  Mrs.  H.  S.  Smythe  . 

Expenses,  Mrs.  Brvner 

Mr.  W.  C.  Pearce. 


TENNESSEE 

By   J.  R.  Pepper    

Priniarv  Department 

A.  W.  Whitaker    

R.  B.  Eleazer    

J.  R.  Pepper    

Joseph  Townsend   

Mrs.  H.  M.  Hamill 

Permanent   S.  S.  Com.,  Cumberland  Presb.  Ch..  . 

Tipton  County  (colored)    

Dyer  County  (colored) 

Haywood  County  (colored) 

Gibson  County  (colored)   

Hardeman  County  (colored)     

Decatur  County  (colored)   

Lauderdale  County  (colored) 

Henderson  and  McNairy  Counties  (colored) 

Hardin  County   (colored)    

Clifton,  Wayne  County  (colored) 

Oakland,  Fayette  County  (colored) 

Jasper  County  (colored)    

E.xpenses,  M.  Lawrance   

,,  Mrs.  Brvner , 

C.  D.  Meigs 

W.  C.  Pearce 

,,  ,,  Memphis    

,,  Mrs.  Barnes,  Knoxville 

,,  ,,  Chattanooga   

,,  ,,  Columbia 

„  ,,  Nashville   

,,  ,,  Memphis    

Jackson    

G.  G.  Marcus,  Weakley  County  (colored) 

TEXAS .' 

Evan  Morgan    

E.  H.  Mosely 

Tyler  Primary  Union 

Expenses,  Mrs.  Bryner 

UTAH: 

Primary  Department 

VERMONT  

By  E.  K.  Warren 

Mrs.  L.  E.  Martin 

S.  J.  Watson 

Expenses,  M.  Lawrance 

„  Mrs.  Barnes 


$75 

00 

IS 

00 

69 

18 

15 

00 

S.^oo 

00 

300 

00 

70 

50 

10 

00 

b 

00 

75 

00 

5 

00 

10 

00 

100 

00 

4 

05 

2 

00 

I 

80 

2 

25 

2 

25 

I 

25 

3 

85 

2 

01 

5 

39 

2 

54 

I 

45 

3 

00 

79 

95 

39 

05 

2S 

00 

68 

57 

25 

00 

5 

70 

iS 

00 

4 

00 

Si  00 
4 


$10   00 

S22S    00 

ISO   00 

75    00 

15   00 

25   00 

.    16   00 


VIRGINIA   

J.  R.  Jopling   

Sunday-school  Union,  Richmond 

Expenses  M.  Lawrance    

,,         Mrs.  Bryner 

W.  C.  Pearce    

,,         Mrs.    Barnes    

Mrs.  Barnes,  Dr.  A.  L.  Phillips 

WASHINGTON 

Primary  Department 

D.     S.  Johnson 

Mrs.  H.  N.  Hinsdale 


S174  18 


I  217  61 


506  00 


S25  00 


Report  of  the  Treasurer  447 


.™ .  $300  00 

WEST  VIRGINIA     ^,  -  00 

F.  M.  Marshall    20  00 

Expenses,  M.  La\vrance 

,,         Mrs.  Bn-ner *7 

;.          E.M.Ferguson  ^°  °° 

W.  C.  Pearce   2l $44700 

$150  00 

WISCONSIN  . ^5  00 

Primary  Department ^       o 

Expense,  Mrs.  Br%-ner   ^  ^^ 

M.  Lawrance     ^   .0 

;;       W.  C.  Pearce     _^i_i-         282  78. 

$8  5   00 

WYOMING ,5  00 

Primary  Department ^^   20 

Expenses.  W.  C    Pearce g  ^^ 

Mrs.  Barnes 

Mrs.  Bryner ^ 


169   20 


10  00 
;  00 


MISCELLANEOUS:  52  ^g 

E^wnses  '  Mr!  Banles,  Chautauqua'  Institute ...  6 o  00 
expenses,  jari.^    pg^rce   National  Congregational 

*       "              Sundav-school  Association «o  °° 

Mrs.  Barnes,  a  friend J^  °° 

ixSn^W.'c'>-rce°\ake  Orion  BibleC^^^^^^ 

W    C    Pearce.   Winona  Lake  Training 

School  '^■*  '*° 

M   Lawrance.Pastors- Institute,  Toronto.  25   00 

Philadelphia  Supenntend- 

ents' Association       ....  15  00 

Tabernacle    Presb\'terian 

Church.  Philadelphia  ...  30  00 

Collection  on  Steamship  "  Grosser  Kurfurst  "...        287    "  " 

Winona  Assembly,  ser^•lces  Mr.  Lawrance   .  .  .  >oo 

W  nona  Summer  School,  services  Mr  Lawrance 


100  00 


SUMM.\RV 

On  account  State  and  Provincial  pledges 1 2  376  30 

On  account  personal  pledges    .  •,•  • '  "t'^K.'.iionV . .       8  838  43 

Expenses,  gratuities,  and  special  contributions f -^ 

S47  516  02 

BALANCE  SHEET 

Receipts 

From  states  and  pro%-inccs.  account  pledges S26  30^  2.3 

individuals,  account  pledges ■  ■-■      '23/0  3" 

"     on  account  of  expenses  of  workers  and  mis- 

'■        cellaneous  sources........ ,0000 

contributions  to  Japan  Fund ■■■^-  '°°  °° 

..     contributors  account,  expenses  Lesson  Com-  ^           _^ 

mittee a„  „, 

„     interest  on  bank  balance ■  ■  •  ■  ■  ■■  -  ■■  ■■  °,    ,0 

sales  of  diplomas.  Committee  on  Education    ...  '  ■ '    ^° 

sale  of  reports  of  Denver  Convention     .      .  .^  .  i  026  04 
contributors'  account,  expenses  Dr.  Potts  and 

••          M^  Lawrance  attending  London  Convention,  3^0  00 
In'temational     Bible     Readers'      Association. 

memberships  sold     -.oa  tt 

„     sale  of  printed  matter   ,  t  ,7  60 

Balance  on  hand  June  25,  1902    3  337  "9 


448 


The  Reports 


EXPKXDITURES 

T.  C.  Ikehara «,„_  „„ 

H.  M.  Hamill,  expenses *^°°  °° 

Mrs.  M   F   Bryner,  salary  and  expenses 4  222  43 

James  E.  Shepard,         „                  „  Z  n„^   %% 

G.G.Marcus.                   ,                   "            2  8?-   ^6 

W.  C.  Pearce,                   ,',                  ;;            7  28^   2^ 

.M.  Lawrance,  salary  and  traveling  expenses   ...  11  170   51 
M     Lawrance^    office    rent,    stenographer   and    clerk- 
hire  and  office  supplies    .  g5y    j5 

M.  Lawrance,  printing,  postage  and  telegrams    '  '  "  '  ,  ,2s   4i 

J.  C.  Carman,  expenses en  no 

C.D.Meigs :::::::::::::;■  87°- 

-^Ji^-  Barnes,  salary  and  traveling  expenses 5  292  90 

Mrs.  Barnes,  office  rent,  clerk  hire,  and  supplies  ...  i  857   01 

Mrs    Barnes,  printing,  postage,  and  telegrams    ...  07?    ?' 

E.  M.  Ferguson,  expenses   ''^o  00 

loseph  Clark,                 .,        .  ::<«-- 

J.  A.  Hallidav,              „        . .'. Vt   'Jt 

w.  c.  Merritt \::.'.v.: .,\ii 

A.  D.Moore,                  , .     " '  '  ^WTo 

E.xpenses,  Lesson  Committee 2  219   66 

Printing,  postage,  telegrams,  treasurer's  office    '    "'  j^ 

Interest    44-9 

Committee  on  Education,  printing,  etc.  .......  197    i  ? 

International  Primary  Council \  878   16 

Expenses  Denver  Convention .  .  .  .  407    13 

Printing  and  postage,  reports  Denver  Convention  .  i  834  14 
Expenses      Executive        Committee,      Philadelphia 

Winona   and  Buffalo '  ,37   10 

Expenses    Dr.    Potts   and   Mr.    Lawrance   attending 

London  Convention {5^;   24- 

Expenses    International   Bible  Readers'  Association 

(printing) 1 69   79 

International  Field  Workers'  Department 56  86 

Account  of  expenses,  Toronto  Convention  .  cjj   or 

Incidentals '  ^^^    j  , 

Balance  on  hand  June  26,  1905 ." .  '  j  330  37 


S55  141  74 


LESSON  COMMITTEE  ACCOUNT 
Receipts 

Publishing  House  of  M.  E.  Church  South    S144    33 

D.  C.  Cook  Publishing  Company 194  07 

United  Presbyterian  Board  of  Publication 20   36 

W.  A.  Wilde  Company    94  54 

Congregational      Sunday-school      and      Publication 

Society pg    .  , 

American  Baptist  Publication  Society    194  oS 

Publishing  House  of  Evangelical  Association    44   78 

United  Brethren  Publishing  House 114  46 

Free  Methodists'  Publishing  House 54  72 

Methodist  Book  Concern 2 78   71 

F.  H.  Revell  Company    54   72 

Presbyterian  Church  in  Canada 64   70 

American  Sunday-school  Union 64   12' 

Presbyterian  Committee  of  Pubhcation 59   73 

Sunday-school  Board  of  Reformed  Church    44   78 

Methodist  Book  and  Publishing  House 84  59 

Cumberland  Presbyterian  Publishing  House 44  78 

Lutheran  Publication  Society 94  54 

Sunday-school  Board,  Southern  Baptist  Convention,  24  88 

Presbyterian  Board  of  Publication    144  33 

Church  Record,  Sunday-school  Publication 12   73 

Sunday  School  Times    138  65 

Brethren  Publishing  Company 21  01 


Rrpart  of  the  Treasurer  449 


International  Sunday-school  Evangel 

Standard  Publishing  Company 

Methodist  Protestant  Board  of  Publication  .... 

A.  M.  E.  Sunday-school  Union 

Advent  Christian  Publication  Society 

Balance  due  General  Fund  June  26,  igo5    . 

EXPE.VDITURES 

Expenses,  meeting  at  New  York,  May,  igo2    . .  . 

,,  ,,  Denver.  June,  1902    

,,  ,,  New  York,  January,  190,; 

,,  Washington,  April,  1903  . 

,,  ,.  Buffalo,  June    1904    

Printing 

Expenses,  meeting  at  Chicago,  November,  1903. 
Balance  due  General  Fund  June  25,  1902 


S54  6? 

M    81 

.57  82 

12  IS 

21  01 

48  72 

$2  305  2<) 

$0.5  20 

82J  54 

141  80 

640  23 

3S2  10 

142  79 

26  00 

85  63 

%3  305     29 


WILLIAM  REYNOLDS'  MEMORIAL  FUND 


Receipts 

InterPst  on  water  bonds $450  00 

,,          ,,  school  board  bonds 37   So 

.,  Quebec  subscriptions 36  00 

Balance  June  25,  1902  —  Note    S200  00 

Uninvested 8  95 

■       S732  45 

E.XPE.VDITURES 

Payments  to  Mrs.  Re>"nolds. 

July  17,  1902 r S75  00 

November  11,  1902    6  25 

January  15,  1903    12  00 

February  2,  1903    75  00 

May  8,  1903 6  2^ 

August  3,  1903    75  00 

November  2,  1903    6   25 

December  28.  1903 75  00 

March  9,  1 904 12  00 

May  6.  1904 6  25 

Augu.st  2,  1904    75  00 

November  2,  1904    6  25 

January  24,  1905    87  00 

May  9,  1 90s 6  25 

Balance  on  hand  —  Note    $200  00 

Uninvested 8  95 

208  95 

S-32   45 

Assets 

Five  i)er  cent  bonds  of  Wenonah,  N.  J.,  Water  Com- 
pany    $3  000  00 

Five  per  cent  bonds  of  Wenonah,  N.  J..  School    Dis- 
trict   250  00 

Quebec  Association's  subscription 200  00 

W.  J.  Semelroth's  note    1 00  00 

Uninvested  cash  S  95 

$i  558  95 

MEXICAN  FIELDS,   WORKERS'  FUND 
Collected  by  the  Sunday  School  Times  Company 

G.  H.  Stevens $i  00 

B.  Munson 2  00 

Catharine  J.  Laws    i   00 

A.  J.  McDermid    t  00 


450 


The  Reports 


M.  A.  Hudson  

Prof.  G.  F.  Nicolassen  

Mrs.  I.  W.  Gillies    

Trinity  Reform  Church,  AUentown,  Pa 

F.  W.  Fisher 

Bessie  McKnight 

Mrs.  F.  M.  Burt  and  Flora  M.  Burt    

Mrs.  R.  W.  Williams    

R.  R.  Goudling 

W.  E.  Rhodes 

Dover  Court  Presbyterian  Sunday-school,  Toronto    .  . 

Congregational  Sunday-school,  Freedom,  Ohio 

Walter  Fumer 

William  Sanders 

Nellie  Sanders 

Mrs.  William  Walker 

Methodist  Protestant  Sunday-school,  Roseville,  Ohio. 
First  United  Brethren  Sunday-school,  Dayton,  Ohio  . 

Mrs.  H.  C.  Stebbins 

Mrs.  Anna  S.  Butler 

Harriette  Carter 

Mrs.  E.  M.  Rhodes '. 

Miss  Ora  Gates 

W.  Foss    

Miss  Adele  Brewer 

W.  H.  Ingersoll 

W.  L.  Duckies 

Second  Bohemian  Baptist  Sunday-school,  Chicago    .  . 
Trumbull  County  Sunday-school  Association,  Ohio   .  . 
Walnut    Street    Presbyterian    Sunday-school,   Phila- 
delphia      

Mrs.  Henry  Fisher    

Junior  Christian  Endeavor  Societv,  Hoxe,  Kan 

L.  B.  Merritt  and  T.  C.  S.  Berry  '. 

Mrs.  M.  F.  Bryner    

Alexander  Duguid    

C.  P.  Hunt 

A.  H.  Fames 

Bethel  Sunday-school,  Hainilton  Beach,  Ont 

H.  P.  S.  Smith    

M.  J.  Calhoun 

Berry  Chapel  Sunday-school,  Ravenswood,  Chicago 

Charles  Lawrence   

L.  U.  M.  O.  Class,  Baptist  Sunday-school    

Miss  T.  Beebles 

Mrs.  J.  F.  Bingham    

First  Congregational  Sundav-school,  Peoria,  111 , 

W.  B.  Cooper    ' 

J.  S.  Weeden   

Miss  Emma  F.  Kelly 

Hatfield  Sunday-school,  Massachusetts    

D.  J.  Conklin 

Mr.  and  Mrs.  F.  H.  Barber 

Willow  Grove  Sunday-school,  Fanwood,  N.  J 

Charles  H.  Newell 

C.  E.  Gunn    

W.  C.  Meeker    

H.  C.  Dunn 

H.  A.  Green 

William  Thompson 

Friends'  Bible  School,  Washington,  D.  C 

Dr.  Bertha  Campbell   

Jonathan  Sharp    

Miss  Emma  Theaker 

N.  Spencer  

Mrs.  N.  Bradway    

Hannah  F.  Deur 

Salem  Sundav-school,  Flesherton.  Ont 

S.  A.  Danforth    


*r  CO 

S  oo 

2S  oo 

lo  oo 

5  oo 

I  oo 

I  50 


I 

00 

50 

I 

00 

I 

00 

20 

00 

2 

I  2 

10 

00 

2 

00 

10 

00 

.■> 

00 

.S 

00 

I 

00 

0 

00 

1  00 

2  00 

S  00 

5  00 

S  00 

5  00 

5  00 

23  44 

2  00 

2  so 

I  SO 


10  00 

2  00 

I  00 

1  00 
S  00 

2  50 
2  00 

18  00 


I    00 
5   00 


Report  of  the  Treasurer  ■        451 


S.  H.  Hay    $1  00 

C.  E.  Hepburn t   00 

Ladies'  Aid    Society,  Congregational    Church,  Tr>-on. 

N.  C 5  00 

C.  W.  Masland    i  o  00 

J .  F.  Perry i  00 

W.  W.  Woods  2  00 

J .  R.  Sangree 4  00 

Anna  E.  Howard    2  oo 

John  J.  Jackson    2  00 

Sunday-school  of  Kensington   Congregational  Church, 

Philadelphia    5  00 

Home  Department  Congregational  Ch.,  Madrid,  N.  Y.  3  00 

Missionar>'  Society,  First  Presbyterian  Church 5   00 

From  "  Mount  Dora,"  Florida   5   00 

Primar>'  Children,    Woodlawn    Presb>terian    Church, 

Peoria.  Ill 3   00 

Mrs.  Gumon    i   00 

Scholars  and  teachers  of  the  Primary  Department, 
Tenth  United  Presbj^terian  Sunday-school,  Alle- 
gheny, Pa 10  00 

Myrtle  Wingfield 50 

C.  L.  France    . i  00 

Mrs.  J.  E.  Merriman •     5  00 

Fairplay  Union  Sunday-school,  Fairplay,  Md 235 

Slargie  D.  Ward 2  00 

Miss  H.  Bailey    2  00 

Ball  Prairie  Sunday-school,  Allen ville.  Wis 5  00 

F.  T.  Philbrook i   00 

Second  Presb>terian  Sunday-school,  Germantown  ...  10  00 

J.  W.  Darrow    : .  . .  .  10  00 

E.  O.  Jones    2  00 

Miss  M.  Armstrong 10  00 

L.  L.  Wadhams    5  00 

Mrs.  H.  T.  Bullard i   00 

Florence  X.  Worley i   00 

G.  E.  Hartman   10  00 

Emma  Phelps i   00 

E.  L.  Bonny    5  00 

Friendly  Class.  AUston  Congregational  Sunday-school, 

Massachusetts  10  00 

Mr.  and  Mrs.  W.  C.  Lewis 2  00 

R.  Morrison 5   00 

Christ  Church  Sunday-school.  Wardsville,  Ont i   60 

Indiana  State  Sunday-school   Association 10  00 

E.  Brubaker 5  00 

Wayland  F.  Reynolds _. _ 4  00 

Junior  Christian  Endeavor  Society,  Trinity  Reformed 

Church,  Xorristown S  00 

Francis  J.  Gushing i   00 

Corssley  &  Hunter 5  00 

H.  E.  Watsrhouse i  00 

M.  E.  Sunday-school,  Sandle  River,  Allendale,  N.  J.  .  i  00 

T.  R.  White,  Jr 

B.  Mxinson 

Mrs.  D.  R.  McClure    

Tabernacle  Presbyterian   Primary  School,    Philadel- 
phia   

M.  E.  Sunday-school,  Fallbrook,  Cal 

Church  of  Christ  Sunday-school,  Williamstown.  Mass. 
First  Congregational  Sunday-school.  Meriden,  Conn.  . 

Reformed  Church  Sunday-school,  Delmar,  N.  Y 

Cohoctoh  M.  E.  Sunday-school,  S.J 

First  Presb>terian  Sunday-school.  Niagara,  N.  Y.  ... 
St.    Matthew's    Lutheran    Sunday-school.    Brooklvn, 

N.  Y '..  . 

Robert  MacQueen 

Infant  School,  Mt.  Air>'  Presbyterian  Church,  Phila- 
delphia   


10 

00 

5 

00 

I 

00 

.S 

00 

I 

50 

I 

00 

452  The   Reports 


St.     John's     Lutheran      Sunday-school,      Charleston, 

^'  ^ $  I O    GO 

R.  G.  Chisholm lo  oo 

William  Sissoms i   oo 

M.  R.  B ; .  .  5  oo 

Miss  E.  B.  Clark i   oo 

Prince ville  Presbyterian  Sunday-school,  Illinois 30  oo 

Princeville  Presbyterian  Sunday-school,  Junior  Chris- 
tian Endeavor  Society,  Illinois 2  00 

Sundav-school     class     of     young    ladies,  Rochester, 

,   N.   Y 5  00 

International  Bible  Readers'  Association s  00 

Clexicus    ». 6  00 

Samuel  Jones i   00 

Mrs.  S.  D.  Carr 50 

G.  F.  Billings i   00 

Mr.  and  Mrs.  I.  D.  Woodford     2  00 

Junior  Christian   Endeavor  Society,   Second   Presby- 
terian Church,  Birmingham,  Ala 3  00 

E.  Jayne 5  00 

Mrs.  John  Stahl    2  00 

Dorchester  Temple  Bible  School,  Boston    . ; s  00 

H.  Fockiner 2  00 

J.  E.  Cook 5  00 

M.  L.  Knapp 5  00 

Abbey  M.  Lowell    i   00 

Mrs.  H.  J.  Ireton    i   00 

S.  B.  Strong 10  00 

Primary  class,  Presbyterian     Chvirch,     Grand     Forks, 

N.  D ,. 10  00 

B.  A.  Jacks    I   00 

Georgia  Brown    lo  00 

E.  L.  Morley 3  00 

.Mrs.  R.  E.  Story i  00 

Congregational  Sunday-school,  Dowagiac,  Mich 10  00 

Junior  C.  E.  Society,  Montreat  Church,  New  Orleans.  i   00 

Mildred  Snyder i   00 

Margaret  C.  Lewis    i   00 

Miss  Annie  Burt i   00 

Everitt  A.  Cole 2   50 

Oak  Grove  Sunday-school,  Green  Bay,  Wis 431 

Mrs.  Josiah  Brown i   00 

Mrs.  W.  E.  Hutchinson's  Mission  School,  Weaverville, 

N.  C 75 

First  Presb>^:erian  Sunday-school,  Santa  Anne,  Ca!..  5  00 

S.  Teankle ; i  00 

Zion  Episcopal  Sunday-school,  Kingsville,  N.  C i   00 

W.  H.  G.  Wight S  00 

.Mrs.  M.  A.  Ives 3   20 

H.  A   Sutherland    5  00 

-Mrs.  Anna  M.  Smith    2  00 

L.  E.  Prall 4  00 

Primary  Department,  Hopedale  Union  Sunday-school, 

Massachusetts   5  00 

Young  People's    Society    Christian    Endeavor.    First 

Congregational  Church,  Rockaway  Beach,  L.  1 3  00 

G.  M.  Daniels,  Mexico   2   50 

Rev.  G.  H.  Brewer i    50 

H.  F.  Rugan 5  00 

Miss  Carrie  A.  Tuttle's  Sunday-school  class.  Middle- 
town,  Conn I   00 

"  Perfect   Number  "   Mission's   Circle,    North   Haven, 

Conn I   00 

Sunday-school    of    Baptist    German    Brethren,   State 

District  of  Middle  Pennsylvania 5  00 

Interniediate    Department.   Woodlawn   Park  Presby- 
terian Sunday-school.  Chicago   5  00 

Friends'  names  not  mentioned 112   35 


-S883    62 


Report  of  tJic  Treasurer 


453 


Collection  at  Indiana    Convention 


Loose  cash  items $i  i    73 

Arthur  Black 

S.  E.  Jones 

Ahce  E.  Winder    

George  F.  Modes 

J.  M.  Glyns    

Mrs.  Myra  Moore 

A.  L.  Smith 

C.  Huber 

F.  D.  Watner 

Mrs.  Jacob  Getz    

M.  Jay  

I.  Elleman    

Mrs.  R.  KepHn.i»er 

C.  M.  Jenkins 


0 

00 

5 

00 

2 

00 

00 

00 

00 

00 

00 

00 

00 

Mrs.  O.  H.  Spring 
L.  T.  Pennington 
Miss  E.  R.  Meyer 
C.  M.  Hamilton  .  . 
Fannie  Elliott  .  . . 
Mrs.  P.  French  .  . 
A.  M.  Jenkins  .  .  . 
W  H.  Milligan  .  . 
J.  M.  Bonebrake.  . 
Dr.  J.  A.  Walls  .  . 
John  Bilsland  .  .  .  . 
E.  H.  Hassemeier. 
E.  L.  Garboden   .  . 


I   00        Contributions  less  than  $  I 


$r 


Sntidry     Contributions 


Lillian  Diefmeyer    Si   00 

T.  Nicholson    3   00 

C.  H.  Griswold 50 

P.  A.  Reed     i   00 

E.  K.  Warren    100   00 

Georgietta  Cleveland    2  00 

Lake  Orion  Bible  Conference, 

Indiana 

L.  Lawrence 

Indiana 

Total  contributions    .  .  . 

E.xpenses,  Mrs.  Bryner  . 


8  56 


C.  D.  Meigs    

Rev.  L.  Snyder.  .  .  . 
E.  W.  Halpenny.  .  . 

M.  F.  Brvner 

C.  W.  Hodgin    .... 

W.  H.  Elvin 

Richmond,  Indiana 


$5  00 
I  00 
5  00 

25  00 
I  00 

25  00 


Balance  on  hand 


$190  06 


.131)   70 
2g6    90 


\2    90 


Note.  —  Mrs.  Bryner's  expenses  in  conducting  the  work  in  Mexico  are 
very  small  because  of  free  transportation  secured  by  the  Sunday  School 
Times  Company. 


454 


The  Reports 


Report  of  the  Primary  and  Junior  Secretary 

Mrs.   J.  WOODBRIDGE    BARNES 

Organized  work  for  primary 
teachers  has  been  regularly  pre- 
vSented  to  this  body,  but  always 
from  the  office  and  correspon- 
dence point  of  view  only.  In 
1902  the  International  Association 
assumed  new  responsibilities  in 
relation  to  our  primary  work,  so 
that  the  work  upon  the  field  might 
be  more  closely  connected  with 
that  of  the  office,  and  to  that  end 
secured  a  secretary.  As  secretary 
of  this  department  for  two  and  a 
half  years  I  have  visited  forty- 
i  eight  states  and  provinces.     This 

personal  contact  with  the  work  upon  the  field,  in  addi- 
tion to  that  of  the  office,  enables  me  to  report  as 
follows : 


Mrs.  J.  W.  Barnes 


State  and  Provincial  Organization 
Of  the  sixty-three  possible  places  for  organizations  we 
have  an  organization  or  superintendent  or  secretary  in 
all  but  three.  This  is  an  advance  of  seventeen  over  the 
Denver  report,  yet  the  work  is  only  in  its  infancy  in 
most  of  the  states  and  provinces. 

Only  six  states  employ  a  primary  worker  on  full  time, 
a  few  have  help  for  special  convention  trips  and  the  rest 
are  without  money  for  traveling  expenses  or  postage; 
progress  is  necessarily  slow.  In  the  past  the  Interna- 
tional Primary  Department  has  tried  to  plan  its  work  in 
harmony  with  the  general  association,  but  lacking  con- 
tact with  the  field  it  was  impossible  to  help  the  associa- 
tions to  adapt  suggested  plans  to  their  special  needs. 

State  and  provincial  associations  were  eager  for  a 
common    plan    of   organization,    and    because    of    their 


Report  of  the  Priiuary  and  Junior  Secretary       455 

importunity  the  International  Executive  Committee  at 
its  meeting  last  August  recommended  the  plan  as 
presented  by  the  primary  committee,  and  which  has 
since  been  presented  to  the  Executive  Committee  of  each 
state  and  province.     It  is  as  follows: 

"  Whereas,  the  International  Executive  Committee  is 
very  desirous  of  promoting  a  certain  degree  of  uniformity 
in  organization  and  plans  of  work,  and  has  made  a  com- 
parison of  the  plans  of  the  various  state  and  provincial 
associations  for  conducting  their  work  for  the  elementary 
grades, 

"  Resolved:  That  we  earnestly  recommend  direct  super- 
vision of  such  departments  by  a  sub-committee  of  the 
state  or  provincial  Executive  Committee  to  which  shall 
be  added  as  advisory  members  of  such  sub-committee 
at  least  three  experienced  workers  nominated  b}^  the 
teachers  of  the  elementary  grades  brought  into  meeting 
for  the  purpose  of  making  such  nominations." 

Old  organizations  are  being  remodeled  and  the  new 
ones  formed  on  the  new  plans.  This  in  time  will  bring 
])ermanency  of  organization. 

The  work  done  on  the  field  in  convention  and  insti- 
tutes for  the  elementary  grades  varies  from  98%  and  100% 
in  such  states  and  provinces  as  Colorado,  New  Jersey, 
Manitoba,  Southern  California,  Massachvisetts,  Minne- 
sota, New  York,  North  Dakota,  to  80%  in  Ohio,  50%  in 
Kansas  and  Indiana,  down  to  25'^^,  in  the  more  unor- 
ganized places.  This  brings  the  average  down  to  50% 
of  all  conventions  with  work  for  elementary  grades  on 
the  program. 

All  but  ten  of  the  states  and  provinces  have  their 
county  superintendent  list  quite  coinplete,  and  in  the 
better  organized  fields  these  in  turn  are  securing  district 
or  township  helpers.  There  has  been  a  great  advance  in 
this  direction. 

TiiK  Unions  .vno  Tiihir  Work 
The  quality  of  the  work  done  by  the  unions  during 
this  triennium  has  been  of  a  high  order,  and  the  aVjility 


456  The  Reports 

of  the  union  leaders  to  adapt  their  work  to  changing 
conditions  has  been  demonstrated.  With  the  change  in 
administration  and  the  passing  of  the  Bulletin  a  new 
system  for  checking  and  reporting  unions  was  inau- 
gurated, with  the  result  that  a  number  of  the  unions 
that  formerh'  were  in  a  weak  condition,  but  continued  to 
report  and  receive  the  Bulletin  were  put  on  a  new  list, 
and  the  active  working  unions  kept  by  themselves.  As 
a  result  the  list  is  not  so  large,  though  in  reality  I  think 
the  list  of  active  ones  is  larger  than  formerly. 

There  has  been  a  loss  in  several  states  and  provinces 
due  to  the  state  or  province  being  without  a  primary 
superintendent,  as  Pennsylvania  was  for  two  3'ears,  or 
the  lack  of  field  work  due  to  illness  of  superintendent 
or  lack  of  funds,  as  in  several  states.  The  organization  of 
teacher-training  classes  has  also  lessened  the  number  of 
unions  in  small  places,  the  primary  and  junior  teachers 
uniting  in  the  union  training  class,  hence  permanency  of 
organization  is  lost. 

Of  those  reporting  the  following  facts  will  he  of  in- 
terest concerning  their  work : 

Average  membership  of  each  union,  30.  Average 
number  of  members  teaching  in  the  union,  each  quarter, 
10.  Sixty  per  cent  studying  a  training  course.  Sixty- 
two  per  cent  have  printed  programs.  Forty-eight  per 
cent  have  a  library.  Thirty-two  and  a  half  per  cent 
supported  by  dues.  Sixty-seven  and  a  half  per  cent  sup- 
ported by  voluntary  contribution.  Thirty  per  cent  using 
the  Beginners'  Course,  weekly.  Fifty  per  cent  using 
the  Beginners'  Course,  several  lessons  taught  at  once. 
Sixty-seven  and  a  half  per  cent  assisted  the  county  and 
state  associations  in  conventions.  Forty-three  per 
cent  held  an  annual  institute. 

The  division  of  the  unions  into  sections  for  Beginners, 
Primary  and  Junior  is  growing  in  favor  in  the  larger 
unions,  but  no  attempt  was  made  to  ascertain  the  num- 
ber so  doing.  This  type  of  work  is  still  in  its  experi- 
mental stage,  but  the  quickness  of  the  leaders  to  adapt 


Report  of  the  Primary  and  [itiiior  Si'crctary        457 

themselves  to  the  growing  needs  of  the  teachers  is  to  be 
commended.  The  change  in  plan  of  organization  of  the 
unions,  electing  grade  vice-presidents  instead  of  1,2  and 
3  vice-presidents  regardless  of  grade  has  transformed  the 
work  in  many  unions. 

The  Teacher-Training  Course 

Fur  over  thirty-five  years,  the  teachers  have  been  try- 
ing to  equip  themselves  for  their  own  work  and  through 
the  Leaflets  published  in  the  early  days  by  the 
National  Primary  Union  and  later  by  means  of  the 
Bulletin  as  issued  by  the  International  Primary 
Department,  various  temporary  courses  of  study  were 
suggested.  In  the  meantime  state  and  provincial 
courses  were  started,  but  these  were  usually  confined  to 
one  book  containing  a  condensed  outline  of  Bible  study 
with  a  few  suggestions  on  general  Sunday-school  organi- 
zation and  methods. 

It  soon  became  evident  that  a  more  definite  course  of 
study  for  teachers  of  children  was  needed.  Accordingly, 
at  Atlanta,  in  1899,  the  International  Primary  Depart- 
ment appointed  a  committee  to  confer  with  B.  F.  Jacobs 
and  the  Executive  Committee,  and  they  were  given 
power  to  act.  The  next  winter  a  course  in  five  sections 
was  outlined  as  follows: 

I.  Bible  section;  2.  Child  study;  3.  Laws  of  Teach- 
ing; 4.  Methods  of  Teaching;  5.  Methods  of  Work. 
The  course  was  based  on  the  state  or  provinicial  courses 
then  largely  used,  which  as  before  mentioned  embraced 
mainly  Biblical  work,  and  in  order  to  induce  the  teachers 
of  children  to  take  their  own  state  or  provincial  courses, 
it  was  i)lanned  that  credit  should  be  given  for  the 
Biblical  section  to  all  such  graduates. 

State  and  provincial  associations  at  once  took  new 
interest  in  teacher  training,  several  states  adopting  the 
International  Primary  Course  entirely,  others  bringing 
the  state  course  up  to  a  higher  plane,  by  using  the 
International    Primary    Course    in    an    adapted    form. 


458  "  The   Reports 

Thousands  upon  thousands  of  teachers  have  studied 
the  entire  course,  and  some  of  the  unions  have  gone 
through  the  course  for  the  third  time.  While  this  is 
true,  yet  a  comparatively  small  number  have  taken  the 
examination  on  each  of  the  five  sections  and  been 
awarded  a  diploma.  Teachers  everywhere  seem  more 
eager  to  get  the  benefit  of  the  study  than  to  receive 
recognition. 

Since  the  introduction  of  this  course  there  has  been 
great  advance  in  teacher-training  work  all  over  the  field. 
Within  the  last  two  years  two  International  diplomas 
have  been  prepared  by  the  Committee  on  Education  as 
recognition  for  two  courses,  one  called  an  elementary 
diploma  —  though  it  is  not  for  elementary  grades,  but 
the  preliminary  course,  corresponding  to  our  section  i  — - 
and  for  an  advance  course  of  study.  Both  of  these  are 
general,  not  specific,  courses  for  any  particular  grade  of 
teachers.  At  Denver  the  primary  teachers  considered 
plans  for  the  improvement  of  the  course,  but  for  reasons 
they  were  postponed. 

Since  that  time  two  attempts  have  been  made  to  get  a 
consensus  of  opinion  as  to  improvement.  A  list  of 
questions  was  sent  to  all  graduates  of  the  course  or 
students  of  any  section,  as  well  as  to  the  state  and 
provincial  superintendents,  and  the  result  was  presented 
to  the  International  Primary  Department  in  session  in 
connection  with  this  Convention.  They  have  through  a 
committee  carefully  considered  the  changes  necessary, 
and  in  conjunction  with  the  Committee  on  Education 
they  have  agreed  to  the  following  changes : 

1.  It  is  agreed  that  the  present  course  of  study  known 
as  the  Training  course  for  Teachers  of  the  Elementary 
Grades  consisting  of  five  sections  be  revised. 

2.  That  this  course  shall  consist  of  four  sections  upon 
each  of  which  there  shall  be  prepared  a  list  of  questions 
or  statements  covering  the  matter  which  the  teachers 
should  know.  These  questions  or  statements  shall  be 
printed  and  be  public  property  and  shall  serve  as  a 
guide  for  students'  research.     To  aid  the  students  in  the 


Report  of  the  Primary  and  Jiin-ior  Secretary       459 

acquisition  of  this  knowledge,  for  each  section  a  book  or 
books  of  reference  shall  be  suggested.  Upon  the  com- 
pletion of  any  one  section  the  student  may  apply  for  the 
questions  upon  that  section,  which,  if  satisfactorily 
answered,  will  entitle  her  to  a  certificate.  Upon  the  com- 
pletion of  the  fov;r  sections  a  diploma  will  be  given  in 
recognition  of  the  work  done. 

3.  That  as  this  course  will  rank  with  the  present 
course  known  as  the  Advanced  Course,  it  will  be  easier 
to  promote  the  work  if  the  names  of  the  sections  be 
the  same.  That  is,  i.  Bible  study;  2.  Church  history; 
3.  Child  study  and  pedagogy;  4.  Sundaj^-school  history, 
organization  and  management.  This  course  will,  how- 
ever, be  marked  as  for  teachers  of  the  elementary  grades. 

4.  That  while  the  names  of  the  sections  will  be  the 
same,  it  is  understood  that  the  work  outlined  for  each 
section  need  not  be  of  equal  strength  with  those  of  the 
Advanced  Course  for  teachers  of  the  upper  grades;  that 
is,  more  might  be  required,  sometimes  less,  in  a  corre- 
sponding section.  It  is  also  understood  that  the  same 
book  or  books  need  not  necessarily  be  used  for  each 
section  as  those  suggested  in  the  Advanced  Course. 

Report  ox  Schools  of  Methods 
Dtiring  the  last  ten  years  the  "  School  of  Methods  " 
has  been  a  great  factor  in  developing  the  teaching  force. 
At  first  the  schools  were  planned  only  to  meet  the  needs 
of  the  elementary  grades.  With  the  enlargement  of  the 
work  for  these  teachers,  the  International  Executive 
Committee  intrusted  its  stimulation  to  the  Primary 
Committee.  Accordingly  this  committee  acted  as  a 
Committee  on  Summer  Schools.  Desiring  that  new 
schools  might  profit  by  the  experience  of  those  formerly 
established,  a  standard  of  excellence  was  created  as 
follows: 

1.  Registration.  The  names  and  grades  of  all 
students  must  be  registered. 

2.  Attendance.  A  daily  record  of  attendance  at 
each  session  and  section  must  be  kept  for  each  student. 

3.  Time.  Sessions  must  be  held  for  not  less  than  five 
days  and  not  more  than  ten  consecutive  days,  not 
counting  Sundavs. 


j6c  Hit  Rpparts 

_     -  '.jracte^    r"    >."i.>n.        The    T^'srsfisT    "work    sJja" 


-«i    -- 


icRii  sciiOQls  >iaT»e  'besn  beid  dmirtg  the  iast  menmrrm.  m 

Jkmfmen  srz'  "     ~  "" iaces.  as  foIioTrs;  Coilarado.  t 

TJimrns.    2 :  KeTTmctrr     r       Lcrrvnanfl..    i 

Massacsrsse "  ->eT.  5 :    Nova 

Scccia..  4:    i._i-        — —  _    _^i.  3;    Termed 

see.  2 :    Wes:  Mrrrima,   i :    Wiscoiisin.  i .       The  nnmber 

GC  --       '  ~ 

tj— 

fnzrrr  ~ne  szs-tes  zjxc 

I);  Ne"w"  jersey.  3;;  x% — --   .-  .  •    _  r_i..     .... 

Xew  T'ork-  i :  ISaok.  i ;  Cc-  Massactasetxs.  : 

?M7ra  Scxnia.  i.     Sradents  er:r^-l^c_  6.951. 

LL  Lessok  Ol'  tlxs^ss 


-rr:^d  liie  consensas  c>f 
-TTtT-ti'ir  cc  the  -  -lTT.  and  "sras  adoccei 


S6  -DOC  jeaSecs  have  been  sent  from  the  omDe  directly  a3id 
aver  iir  :oc  "srrh  "  'rioms." 

It  25  rzn>:>5sibk-  :  "^  r^stTy  «?cb''»r»l?:  are  -awncr 

tbese  cnnioes-  c^rini:  t  _•  tne  n.-  _ .    ■ 
imerest  to  know   that  the    jrrr--_  -.r-_:.    _  -  _:  _    _ 
aAapsed  t'^fc^-'n  entire  as  their  c-mciaj  c-cnirse  and  that  tri- 


Report  of  the  Primary  and  Junior  Secretary       461 

outlines  known  as  the  "  Nova  Scotia  plan,"  which  is 
outlined  for  the  entire  school,  adopted  these  as  otrtlined 
for  the  Beginners  and  Primary,  but  did  not  take  the 
Junior,  as  we  differ  as  to  the  age  and  length  of  time  for  a 
Junior  department. 

The  Committee  appointed  at  Toronto  to  consider  the 
Outline  of  Supplemental  Lessons  which  has  been  in  use 
during  the  past  three  years,  and  to  suggest  ways  in 
which  it  might  be  improved,  reported  as  follows: 

"  That  both  from  our  own  experience  as  teachers  and 
from  the  testimony  of  other  teachers,  which  has  been 
gathered  in  the  prosecution  of  state  and  county  work: 
I.  The  outline  is  entirely  satisfactory  in  matter. 
order  of  presentation  and  amount  given.  2.  It  would 
be  a  blow  to  the  cause  of  grading  and  to  all  educational 
work  in  our  schools  to  have  any  change  i^de  in  the 
course  at  present.  Josephine  L.  Baldwin,  New  Jersey. 
Clara  Louise  Ewalt",  Ohio.  Mamie  Haines,  Nebraska. 
Alice  B.  Hamlin,  Pennsylvania.  Nannie  Lee  Frayser, 
Kentucky." 

The  Grading  of  the  School 
The  grading  of  the  Stmday-school  has  been  the  subject 
of  a  large  share  of  the  more  than  thirty  thousand  letters 
received  and  of  the  more  than  thirty-five  thousand 
letters  sent  out  from  our  departmental  office  in  Newark, 
N.  J.  It  has  been  interesting  to  note  the  development  of 
this  idea,  and  the  awakening  of  interest  in  the  child  as 
the  center  from  which  to  start,  both  in  considering  the 
methods  to  be  employed  and  the  subject  matter  to  be 
taught-  Because  of  this  better  understanding  of  the 
need  of  the  child  from  the  old-time  primary  department 
which  included  all  the  children  up  to  eleven,  twelve  and 
sometimes  thirteen  years  of  age,  there  has  naturally 
evolved  the  three  departments  with  which  we  are  now 
familiar:  the  beginners,  from  three  to  five  years;  the 
primary,  six  to  eight  years,  and  the  junior,  nine  to 
twelve  years,  and  as  each  has  its  own  corps  of 
teachers  we  may  confidently  expect  more  intelligent 
specialization. 


462  The  Reports 

The  Beginners'  Course  of  Lessons  has  attracted  much 
attention  during  the  triennium,  the  new  two-year 
course  coming  from  the  Lesson  Committee  promptly  after 
the  Denver  Convention.  I  have  tried  to  ascertain  to 
what  extent  it  is  used  and  what  results  are  being 
obtained  from  its  use,  the  full  report  of  which  investigation 
has  been  made  to  the  Lesson  Committee.  From  the 
publishers  I  find  that  the  printed  helps  on  the  course  go 
regularly  into  forty-three  states  and  into  Canada 
beside.  The  distribution  does  not  seem  to  be  sectional, 
California,  Minnesota  and  Massachusetts  using  about  an 
equal  number  of  helps.  The  Central  West  —  Illinois, 
Kansas,  Indiana  and  Iowa  —  use  abovit  the  same  number. 
They  are  used  from  California  to  Washington,  from 
Maine  to  Texas,  in  Canada  and  in  Mexico. 

But  interest  in  the  gradation  of  the  material  is  not 
confined  to  the  beginners.  Already  the  pupils  from  this 
•grade  where  they  have  had  foundation  truths  taught 
are  now  to  be  found  in  the  primary  classes,  and  the 
desirability  of  having  material  which  will  enable  the 
primary  teacher  to  build  definitely  and  practically  upon 
this  foundation,  already  laid,  is  so  manifest  that  the 
matter  has  culminated  in  a  resolution  to  the  Lesson 
Committee  requesting  "  a  separate  series  of  lessons 
suitable  for  children  of  the  primary  grades." 

Great  progress  has  been  made  in  the  formation  of 
junior  departments  with  special  work  suited  to  pupils 
from  nine  to  twelve.  A  special  study  on  "  The  Age  of 
Spiritual  Awakening,"  made  by  Prof.  A.  B.  Van  Ormer,  of 
Norwood,  Pa.,  which  will  be  reported  at  the  afternoon 
session,  has  been  of  great  value  to  the  cause,  and  shows 
the  trend  of  the  work  for  these  grades. 

Statistics 

Reports  from  the  state  or  provincial  secretaries  for 

this  department  have  been  received  and  are  tabulated 

in  the  report  of  the  general  secretary.     There  will  be 

found  the  growth  of  the  cradle  rolls,  and  schools  having 


Report  of  the  Primary  and  Junior  Secretary        463 

separate  rooms  for  the  younger  children,  while  other 
items  from  their  reports  have  helped  me  to  furnish  the 
tabulations  used  elsewhere  in  this  report. 

It  is  a  matter  for  regret  that  there  has  been  no  con- 
certed action  for  the  gathering  of  special  questions  on  the 
educational  side  of  our  work  as  it  relates  to  the  grading 
of  the  school,  the  lessons  used,  etc.  A  number  of  the 
states  and  provinces  have  done  so  through  their  primary 
secretaries,  but  while  the  results  as  reported  are  excellent 
as  a  basis  for  local  work  they  are  not  sufficient  to  tabulate 
and  draw  inferences  from  for  the  larger  field.  I  am 
hoping  that  our  larger  denominations  will  unite  on  a 
series  of  questions  of  this  character,  for  with  denomina- 
tional authority  reports  from  the  schools  could  be  gotten 
on  these  questions  which  would  furnish  the  basis  for 
study  and  experimentation. 

It  is  a  matter  of  great  moment  that  the  figures  as 
gathered  show  that  with  better  grading  and  more 
suitable  material  the  number  of  those  who  come  nat- 
urally into  the  kingdom  is  greatly  increased. 

Dep.\rtment  Rel.\tio.ns 

The  value  of  the  work  of  any  one  department  of  our 
association  cannot  be  justly  estimated  simply  by  its 
achievements  in  its  own  realm.  Especially  is  this  true 
of  the  Elementary  Department,  because  it  stands  in  a 
fundamental  relation  to  all  others.  Hence  all  that  we 
do  organically  to  upbuild  the  State  or  Provincial  and 
International  Elementary  work  is  laying  a  foundation 
for  the  rest  of  the  organization  to  build  upon;  and  this 
fact  not  only  fully  justifies  all  the  time,  money  and  effort 
exjxjnded  in  pushing  the  elementary  work  in  the  past, 
but  makes  apparent  the  necessity  for  greater  effort  m 
this  direction  in  the  future. 

That  the  Primary  and  Junior  teachers  are  interested 
in  this  department  is  shown  by  the  following  facts  which 
is  only  a  partial  summary  of  the  work  done  by  your 
Secretary  in  the  last  two  and  one-half  years : 


464 


The   Reports 


More  than  30,000  sealed  letters  have  been  received 
and  answered.  There  have  been  sent  out  from  the 
office  more  than  60,000  Cradle  Roll  Leaflets;  86,000 
Grade  Outlines;  48,000  Teacher  Training;  90,000  Round 
Table,  and  30,000  other  leaflets,  and  more  than  55,000 
blanks  on  which  have  been  gathered  various  statistics 
and  important  information. 

I  have  attended  nearly  800  Conventions,  Conferences, 
Institutes,  Primary  Union  Sessions,  Committee  Meet- 
ings and  Summer  Schools,  and  made  nearly  1,200  public 
addresses  and  traveled  nearly  60,000  miles,  not  including 
the  Jerusalem  Convention. 

Mrs.  Alonzo  Pettitt,  of  Elizabeth,  N.  J.,  has,  dtiriiig 
the  triennium,  attended  245  Conventions,  Institutes  and 
Conferences  in  various  states,  tmder  the  auspices  of  the 
International  Association.  Her  work  was  planned  from 
the  Primary  Office  in  consultation  with  the  General 
Secretaries  and  at  no  expense  to  the  Association.  She 
traveled  over  5,000  miles. 

Mrs.  M.  G.  Kenned}^  also  made  a  tour  for  the  Associa- 
tion under  similar  conditions,  visiting  California,  Kan- 
sas, Oklahoma  and  Texas,  and  traveling  about  3,500 
miles. 


Report  of  Teacher-Training  Secretary  465 


\V.  C.  Pearce 


Report  of  Teacher-Training  Secretary 

Mr.    W.    C.    PEARCE 

It  gives  me  pleasiire  to  make 
this  my  first  report.  While  I 
have  served  as  International 
Field  Secretary,  since  April, 
1903,  my  appointment  as 
Teacher-Training  Secretary 
was  not  made  until  the  follow- 
ing August.  My  work  in  the 
field  will  be  reported  by  the 
chairman  of  the  Executive 
Committee  and  our  General 
Secretary.  This  report  deals 
exclusively  with  the  teacher- 
training  work. 

The  effort  to  secure  trained 
and  efficient  Sunday-school  workers  is  not  confined  to 
the  last  few  years.  We  have  a  record  of  teacher-training 
classes  having  been  taught  as  early  as  1862.  and  the  work 
of  teacher-training  was  urged  in  conventions  as  early  as 
1847.  The  past  fifteen  or  twenty  years  have  been  marked 
by  special  activity  on  the  ])art  of  the  Sunday-school 
workers  and  Sunday-school  associations  in  their  effort 
to  promote  teacher-training  work.  Some  associations 
now  have  an  alumni,  numbering  up  into  the  thousands. 
During  the  past  triennium,  however,  the  work  has  made 
unusually  rapid  progress.  Evidently,  we  are  just  begin- 
ning to  reap  the  harvest  from  the  seed  so  faithfully 
sown  by  the  workers  who  have  preceded  us.  The  ap- 
pointment by  the  International  Executive  Committee 
of  the  Committee  on  Education  in  August,  1903,  marked 
an  epoch  in  the  development  of  this  department  of  our 
work.  Too  high  praise  cannot  be  spoken  of  the  unselfish 
devotion  of  the  men  who  compose  the  membership  of 
this  committee.  As  a  result  of  their  careful  and  wise 
plans,  the  work  has  made  and  is  making  rapid  progress. 


466  The  Reports 

The  first  work  of  your  Teacher-Training  Secretary 
was  to  collect  data  as  to  the  status  of  the  work  in  the 
different  parts  of  the  field.  The  facts  thus  collected 
were  submitted  to  the  Committee  on  Education  at  their 
first  meeting,  who  decided  that  practically  all  the  work 
which  was  then  being  done  was  substantially  of  an  ele- 
mentary character.  Taking  these  facts  as  a  basis,  a 
standard  for  an  elementary  course  of  study  was  estab- 
lished, the  rules  formulated  for  the  issuing  of  the  Inter- 
national Diploma.  The  standard  for  an  elementary  course 
of  study  required  that  it  should  consist  of  four  sections: 
(i)  An  outline  study  of  the  New  Testament.  (2)  An 
outline  study  of  the  Old  Testament.  (3)  A  general 
study  of  Sxmday-school  organization  and  management. 
(4)  A  study  of  the  essential  principles  and  methods  of 
teaching. 

The  rules  formulated  for  the  issuance  of  a  diploma 
are  as  follows: 

1.  The  association  must  have  a  teacher-training  de- 
partment and  exercise  supervision  over  all  classes  and 
students,  said  supervision  to  be  evidenced  by  enroll- 
ment and  examinaton. 

2.  A  course  of  courses  of  study  must  be  selected  by 
the  association,  and  approved  by  the  Committee  on 
Education. 

3.  The  examination  must  be  conducted  on  questions 
sent  out  or  approved  by  the  association  supervising  the 
work. 

4.  The  examination  must  be  in  writing,  without  help 
and  under  the  supervision  of  the  association  conduct- 
ing the  examination. 

5.  Those  taking  the  examination  shall  make  a  grade 
of  not  less  than  seventy  per  cent . 

According  to  this  standard  and  these  rules,  it  was 
found  at  the  time  they  were  established,  viz.,  Decem- 
ber, 1903,  that  twenty-eight  associations  were  main- 
taining teacher-training  departments  entitled  to  be  put 
upon  the  approved  list.     Since  that  time,  fifteen  other 


Report  of  Tcachcr-Trainiug  Secretary  467 

associations  have  established  teacher-training  depart- 
ments according  to  the  requirements  of  the  committee, 
and  are  now  upon  the  approved  list.  Three  of  these 
departments  have  over  one  hundred  students  each 
enrolled,  and  five  others  have  over  fifty  each,  showing 
that  a  splendid  beginning  has  been  made.  Thus  we 
are  able  to  report  at  the  present  time  that  forty-three 
associations  are  maintaining  approved  teacher-training 
departments  as  follows:  Alabama,  Arkansas,  Northern 
California,  Southern  California,  Colorado,  Connecticut, 
North  Carolina,  Xorth  Dakota,  Delaware,  Georgia, 
Illinois,  Indiana,  Indian  Territory,  Iowa,  Kansas,  Ken- 
tucky, Louisiana,  Maine,  Manitoba,  Maryland,  Massa- 
chusetts, Michigan,  Minnesota,  Missouri,  Nebraska,  New 
Hampshire.  New  York,  Nova  Scotia,  Ohio,  Oklahoma, 
Ontario,  Oregon.  Pennsylvania.  Prince  Edward  Island, 
Quebec.  Rhode  Island,  South  Dakota,  Texas.  Vermont, 
\'irginia,  Washington,  Wisconsin  and  Wyoming. 

An  International  Elementary  Diploma  was  prepared 
to  be  issued  by  the  International  Association,  through 
the  various  auxiliary  state,  provincial  and  territorial 
associations,  which  diploma  had  been  adopted  by  fort)^- 
one  of  the  states,  territories  and  provinces.  During 
the  past  year,  eight  hundred  and  seventy-six  of  these 
diplomas  have  been  issued  by  twenty-three  diflferent 
associations. 

At  the  second  meeting  of  the  Committee  on  Educa- 
tion, a  standard  for  an  advanced  course  of  study  was 
established.  This  standard  requires  a  study  of  the 
following  four  general  subjects: 

1.  The  Bible:  Introduction  to  the  Old  and  New  Tes- 
taments; Biblical  Geography;  Biblical  History;  Biblical 
Doctrine  or  Fundamental  Biblical  Truths. 

2.  General  Church  History.  (Denominational  Church 
Histor}'  referred  to  the  various  Denominations.) 

3.  Pedagogy-  and  Child  Study. 

4.  The  Sunday-school,  its  history,  organization,  and 
management.     According  to  this  standard.  Nova  Scotia, 


468  The  Reports 

New  Brunswick,  and  Illinois  have  already  established 
advanced  courses  of  study,  and  others  are  definitely 
planning  for  the  same.  It  is  not  required  that  a  class 
or  a  student  should  take  an  elementary  course  before 
they  are  entitled  to  take  an  advanced  course.  Letters 
of  inquiry  received  from  many  parts  of  the  field  seem  to 
indicate  a  demand  for  the  introduction  of  teacher- 
training  work  into  our  colleges,  as  well  as  our  theological 
seminaries.  More  and  more,  college  men  and  women 
are  coming  to  be  leaders  in  every  walk  of  life,  and  we 
believe  no  more  promising  field  for  teacher-training 
work  can  be  found  than  that  offered  by  these  educa- 
tional institutions.  The  advanced  course  promises  to 
help  us  successfully  to  enter  this  field.  An  advanced 
diploma  has  been  prepared  by  the  committee  which 
will  be  issued  under  the  same  rule  which  obtained  the 
elementary  diploma. 

Fresh  reports  of  teacher-training  work  have  been 
received  from  forty-six  associations,  as  follows:  Ala- 
bama, Arkansas,  Southern  California,  Colorado,  Connec- 
ticut, Delaware,  District  of  Columbia,  North  Dakota, 
South  Dakota,  Florida,  Georgia,  Idaho,  Illinois,  Indiana, 
Iowa,  Manitoba,  Maine,  Maryland,  Massachusetts, 
Mexico,  Michigan,  Minnesota,  Montana,  New  Brunswick, 
Nevada,  Nova  Scotia,  New  Hampshire,  New  Jersey,  New 
Mexico,  New  York,  Ohio,  Oklahoma,  Ontario,  Oregon, 
Pennsylvania,  Quebec,  Rhode  Island,  Texas,  Vermont, 
Virginia,  West  Virginia,  Wisconsin,  Kansas,  Kentucky, 
Washington   and   Nebraska. 

Four  of  these  associations  report  no  teacher-training 
work.  In  several  of  the  others  the  records  for  the  first 
two  years  of  the  triennium  are  incomplete,  but  from 
the  forty-two  associations  which  report  some  work  hav- 
ing been  done,  we  are  able  to  give  the  following  facts: 
During  the  triennium  2,431  classes  have  been  enrolled 
with  a  membership  of  32,377.  Including  the  1,834 
enrolled  as  individual  students  this  makes  a  grand 
total  of  teacher-training  membership  of  34,211.     Thirty 


Report  of  Teacher-Training  Secretary  469 

associations  report  4,157  full  course  ji;raduates.  Twenty- 
seven  associations  report  6,556  students  who  have 
finished  partial  courses.  Thirty-one  associations  report 
1,370  classes  enrolled  at  the  present  tiine  with  a  mem- 
bership of  21,888,  and  952  individual  students  making 
a  grand  total  teacher-training  membershij)  at  the  x>res- 
ent  time  of  22,840. 

Seven  associations  rejjort  over  one  hundred  full  course 
graduates  during  the  triennium  as  follows :  Southern  Cali- 
fornia, 118;  New  York,  200;  Nova  Scotia,  295;  Illinois, 
344;  Ohio,  422;  Massachusetts,  433;  Pennsylvania, 
1,700.  Seven  associations  report  over  200  students 
who  have  finished  partial  courses  during  the  trien- 
nium as  follows:  Ohio,  200;  New  York,  300;  Iowa,  400; 
Indiana,  450;  Nova  Scotia,  545;  Illinois,  1,664;  Penn- 
sylvania, 2,650.  Nine  associations  have  enrolled  at 
the  present  time  over  500  students  each,  as  follows: 
New  Jersey,  500;  Colorado,  551;  Ontario,  703;  Indi- 
ana, 722;  Nova  Scotia,  1,000;  Ohio,  1,618;  Illinois, 
2,457;   New  York,  2,500;    Pennsylvania,  2,890. 

The  action  of  the  Committee  on  Education  in  erect- 
ing standards  for  courses  of  study  has  been  received 
with  general  favor.  Several  of  the  denominations  have 
already  planned  courses  of  study  and  others  are  planning 
to  do  so.  Without  doubt  nothing  would  aid  us  more  in 
pushing  the  teacher-training  work  of  the  continent 
than  for  each  denomination  to  carefully  prepare  courses 
of  study  of  its  own,  measuring  up  to  the  standards  erected 
by  our  International  Committee. 

From  letters  received  from  Mexico,  we  learn  that 
several  teacher-training  classes  have  already  been  or- 
ganized and  are  now  being  taught.  One  well  known 
course  of  study  is  being  translated  into  the  Spanish 
tongue  and  published  in  a  ])aper  called  El  Tcstigo.  One 
of  the  workers  writes,  "  If  funds  for  the  })ublication  of 
this  work  in  booklet  form  could  be  secured  it  would  be 
a  great  stimulus  to  the  formation  of  other  classes  for 
the  training  of  teachers."     We  are  hoping  that  soon 


470  The   Reports 

Mexico  will  have  a  well  organized  teacner-training 
department  and  that  by  the  end  of  the  next  triennium 
a  splendid  teacher-training  work  for  the  republic  may 
be  reported. 

In  December,  1904,  the  International  Committee 
issued  teacher-training  leaflet  number  one  entitled, 
"  The  What  and  How  of  Teacher  Training."  Already 
26,800  of  these  leaflets  have  been  sent  out  to  every 
part  of  the  international  field.  Every  notice  in  our 
various  Sunday-school  journals  and  magazines,  con- 
cerning this  work,  brings  many  inquiries  in  regard  to 
the  plans  for  organizing  and  conducting  teacher-training 
classes.  These  inquiries  come  from  every  kind  of  people 
and  from  every  part  of  the  field,  all  of  which  indicate  the 
keenest  interest  in  this  department  of  work.  It  gives 
us  pleasure  here  to  record  our  thanks  to  the  various 
Svtnday-school  publishers,  for  the  space  which  they 
have  given  to  teacher-training  plans  and  work.  We 
do  not  mention  any  names  because  we  cannot  mention 
them  all.  It  is  a  great  help  to  the  work  and  we  are 
grateful. 

From  this  brief  survey  of  the  present  condition  of 
the  teacher-training  work,  we  receive  great  encourage- 
ment. We  are  at  least  able  to  see  that  a  splendid  be- 
ginning has  been  made.  All  are  united  in  the  deep 
conviction  that  the  greatest  need  in  our  Sunday-school 
work  is  trained  and  efficient  workmen.  All  recognize 
that  the  teacher  is  the  chief  factor  in  successful  Sunday- 
school  work.  The  disciples  of  our  Lord  have  been  com- 
missioned to  "  Go  teach."  How  can  we  fulfil  this  com- 
mission unless  we  have  teachers?  How  can  we  secure 
teachers  unless  our  teachers  are  trained?  How  shall 
our  teachers  be  trained  unless  some  one  shall  train  them  ? 
The  work  may  seem  great  but  ovir  Master  is  greater. 
The  difficulties  may  be  numerous,  but  His  promises  are- 
more.  Many  who  should  help  us  may  be  indifi'erent, 
but  this  should  only  be  fuel  for  our  zeal.  The  child- 
hood  of   the   world   is   eagerlv   asking   and   confidently 


Report  of   Tcaciicr-TraitiiMg  Secretary  471 

expecting  us  to  teach  them  the  way  of  righteousness 
and  to  lead  them  in  the  paths  of  wisdom.  With  the 
Master's  voice  bidding  us  to  go  forward  in  the  prosecu- 
tion of  this  most  righteous  and  much  needed  work,  let 
us  push  steadily  and  confidently  on  until  we  shall  have 
secured  a  million  and  a  half  trained  teachers  for  the 
Sundav-schools  of  North  America. 


My  Creed  as  to  the  Sunday-school 

Rev.  E.  Y.  MULLINS 

President  Southern  Baftist  Theological  Seminary,  Louisville,  Kentucky 

(From  ail  address  at  Pastors'  Cunference,  Louisville,  Ky.,  1903) 

1.  The  supreme  need  in  our  cotmtry  to-day  is  that 
the  forces  which  niake  for  character  shall  control  the 
forces  which  make  for  intelligence. 

2.  One  of  the  greatest  forces  which  make  for  character 
is  the  Sunday-school. 

3.  The  factor  of  the  Sunday-school  most  potent  in 
the  development  of  character  is  the  teacher. 

4.  The  supreme  lack  in  the  present-day  Sunday-school 
is  the  lack  of  a  sufficient  number  of  thoroughly  equipj)ed 
teachers. 

5.  The  chief  teacher  of  the  teachers  and  trainer  of 
the  trainers  of  the  Sunday-school  is  the  pastor. 

6.  The  chief  trainer  of  the  pastor  is  the  theological 
seminary. 

7.  In  view  of  the  absence  in  the  jjast  of  any  adequate 
co-ordination  and  guidance  of  the  departments  of  the 
teacher,  the  pastor  and  the  seminary,  there  is  an  oppor- 
tunity for  the  new  Educational  Committee  of  the 
International  Sunday-school  Association  to  do  a  great 
work  for  the  Kingdom. 


?w 


'Jill'  Home  Department  473 

CoLOKAOO.  —  The  state  supfrintendciit  writes:  "  The 
Home  Uepartment  work  made  advances  the  past  year 
and  the  prospects  are  favorable  for  better  work  the 
comintj  year." 

Connecticut.  —  At  (^re  Hill  there  are  about  one 
hundred  and  thirty  children.  A  specialty  is  made  of 
caring  for  those  without  the  i)rivileges  of  the  Sunday- 
school.  Home  Department  classes  are  formed  for  them 
when  practicable.  Xe.xt,  an  endeavor  is  made  to  obtain 
a  promise  from  the  parents  or  other  friends  to  instruct 
the  children.  Thus  every  member  in  the  home,  from 
the  baby  to  the  .i;rantlmother,  is  included  and  provided 
for. 

Gi:okc,i.\.  —  Georj^'ia  has  many  Home  1  )ci)arlmrnts, 
but  no  resjMjnsible  |)erson  to  prei)are  the  rei>t)rts.  ( )ne 
of  the  most  im])ortant  departmi-nts  in  Atlanta.  whin- 
Mrs.  (Vonk,  wife  of  the  pastor  of  the  Ivn.tjlish  Lutheran 
(Inircli  of  the  Redeemer,  has  ori,'anized  a  ]Miliee  Home 
Department,  including  the  chief,  two  or  three  captains, 
nearly  all  the  sergeants  and  many  of  the  rank  and  file, 
beside  the  matron  and  messenger  boy.  She  s:iys  it  is 
a  very  im])osing  looking  class,  and  she  can  hardly  exjtlain 
how  she  dared  ap])ear  before  them.  After  hir  con- 
ference with  them,  thirty  came  forward  and  shook 
hands  with  her,  and  accei>ted  the  cards,  writing  their 
names  and  addressees,  thus  ])romising  to  become 
members  of  the  Honu'  Dei)artment  class.  This 
was  re])eated  in  a  few  moim-nts  with  the  second 
watch,  and  later  with  the  third,  or  night,  watch,  and 
before  morning  she  had  enrolkd  si.xty  members  in 
this  one  Ihniie  class.  Sinci-  then  it  has  been  largely 
increased.  ( )ne  member  of  the  force  told  her  he  had 
never  seen  men  so  interested  in  any  movernent  of  a 
religious  character.  I'lans  are  laid  for  a  firemen's 
Home  Department,  and  one  for  street  railway  men,  {per- 
mission having  been  given  from  the  chief  and  superin- 
tendent. In  the  former  there  are  100  men  and  the 
latter  has  Soo. 


474  The   Reports 

Decaware.  —  The  work  has  made  very  slow  growth 
in  this  state,  but  we  look  for  larger  gains.  One  eighth 
of  the  schools  of  the  state  have  Home  Departments. 

Illinois.  —  Ninety-three  out  of  the  102  counties  in 
the  state  have  Home  Departments.  The  Dixon  Home 
Department  is  next  to  the  largest  Home  Department, 
having  about  900. 

Massachusetts.. —  Seven  hundred  and  sixty-five 
schools  report  a  Hom.e  Department,  with  a  total  mem- 
bership of  29,801.  This  is  a  gain  of  83  departments 
and  2,842  members,  and  represents  the  results  of  the 
efficient  service  of  Mrs.  Flora  V.  Stebbins,  who  closed  her 
term  of  official  connection  with  the  State  Association  at 
the  time  this  report  was  rendered,  January  i,  1905. 

Michigan.  —  One  school,  the  Grand  River  Avenue 
Baptist  of  Detroit,  has  700  Home  Department  members 
enrolled,  in  addition  to  the  600  in  the  home  school. 
So  intense  is  the  interest  that  they  have  employed  a 
paid  Home  Department  superintendent. 

Missouri.  —  "  The  figures  do  not  indicate  the  strength 
of  the  Department  in  the  state,  but  are  the  best  we 
could  do  now.     We  have  taken  a  new  lease  on  life." 

New  Mexico.  —  "  Our  work  is  in  its  infancy.  We 
are  few  and  widely  scattered,  and  our  schools  lack  many 
of  the  '  modem  improvements  '  which  those  farther 
east  enjo^^" 

New  York.  —  There  are  52  county  Home  Depart- 
ment secretaries.  This  state  contains  the  largest  city 
Home  Department  in  the  world,  having  1,200  members. 
New  York  is  still  the  banner  state,  as  it  always  has  been 
in  Home  Department  work. 

North  Carolina.  —  The  Home  Department  work 
is  comparatively  new,  and  the  superintendent  was 
unable  to  approximate  the  number  of  departments, 
but  thinks  that  all  now  existing,  probably  fifty,  have 
been  organized  during  the  past  three  years.  Taking 
the  Home  Departinents  of  his  own  county  as  a  basis, 
he  thinks  30  members  is  a  fair  average  for  each. 


I 


Tlic  Home  Department  475 

Ohio.  —  The  report  from  Ohio  reads:  "  I  am  glad  to 
tell  you  that  Ohio  is  making  great  advance  this  year, 
and  new  Departments  are  reported  every  day.  We 
have  been  pushing  it  hard  through  our  county  and  town- 
ship secretaries.  They  have  been  responding  splendidly 
and  are  giving  great  impetus  to  the  work." 

Penxsylv.\ni.\.  —  The  largest  Home  Department 
in  the  state,  and  in  the  entire  Methodist  Episcopal 
denomination,  is  that  of  the  First  Methodist  Episcopal 
Church  of  Wilkesbarre,  numbering  534  members.  The 
average  membership  of  the  Departments  in  the  state 
is  over  40.  The  secretary  writes;  "  The  future  is  full 
of  promise." 

\'ermoxt.  —  This  state  is  doing  an  aggressive  work 
along  interdenominational  lines  under  the  name  of 
the  "  Vermont  Idea."  It  is  quite  identical  with  the 
early  interdenominational  work  in  the  state  of  New 
York,  and  is  one  of  the  niost  valuable  and  interesting 
developments  of  the  work  during  the  past  ten  years. 
State  international  secretaries  are  advised  to  write  to 
Rev.  E.  M.  Fuller,  Burlington,  Vt.,  and  obtain  from  him 
the  leaflets  and  plans  in  connection  with  it.  It  is  called 
the  "  Town  Home  Department  Idea."  The  relation  of 
the  members  to  the  individual  school  is  as  though  they 
were  solicited  by  it ;  that  is,  a  person  preferring  the 
Congregational  school  will  be  enrolled  a  Home  Depart- 
ment member  of  the  Congregational  Sunday-school, 
and  so  considered  by  that  school.  Persons  who  express 
no  choice  are  assigned  to  the  respective  schools  in  order. 

Under  this  plan  the  Vermont  Home  Department 
membership  has  increased  during  the  past  year  2,000 
members. 

CANADA 

AssiNiBOiA.  —  "  The  English-speaking  i^eople  are 
widely  scattered  among  the  ranches  and  foreigners. 
The  superintendent  of  the  Department  has  difficulty  in 
obtaining  visitors  on  this  account,  but  has  the  coopera- 
tion of  five  denominational  missionaries  when  visiting 


47*5  The   Reports 

and  in  conducting  reviews  at  the  commencement  of 
services  in  the  different  localities.  Lessons  are  learned 
at  home  and  reviewed  at  the  public  service.  Nearly 
all  the  English-speaking  Protestants  are  willing  to 
adopt  the  plan,  and  the  parents  readily  agree  to  teach 
their  children.  The  provincial  superintendent  tries  to 
visit  them  annually.  He  says  this  plan  is  proving  a 
great  boon  to  isolated  families  and  individuals.  One 
orphan  family  of  six  children,  from  seven  to  fifteen 
years,  live  with  grandparents,  and  are  taught  by  an 
invalid  aunt.  "Without  this  department  they  wovild 
receive  little  if  any  religious  instruction. 

"  The  Church  is  well  able  to  carry  this  scheme  to 
every  family  and  individual  in  the  land  as  quickly  as 
a  government  takes  a  census." 

New  Brunswick.  —  With  the  new  year  the  Home 
Department  seemed  to  have  sprung  into  new  life.  One 
church  reports  a  Department  of  128  members;  26  had 
joined  during  the  3'ear.  One  county  made  a  gain  of 
four  Departments  during  the  year  and  225  new  members. 

Gre.\t  Britain.  --  "  According  to  returns  made  to 
Decemiber  31,  1904,  88  schools  have  adopted  the  Home 
DepartmLcnt,  with  a  membership  of  4,835.  This  is 
an  increase  during  the  3^ear  of  1,119  i^i  membership. 
During  the  present  year  considerable  interest  has  been 
shown  and  the  '  Department  '  has  been  adopted  in 
many  schools.  The  future  is  very  promising,  and  we 
are  looking  forward  to  a  considerable  increase  when  the 
returns  for  the  present  j^ear  are  received." 

Bohemia. — The  following  is  the  report  for  1905, 
from  Bohemia,  where  a  few  years  ago  the  chairman  of 
the  I.  B.  R.  A.  advanced  the  money  for  the  publication 
of  "  Pamucka,"  the  Sunday-school  paper,  through 
Rev.  J.  S.  Porter,  missionary  of  the  Am.erican  Board 
in  Prague.     Mr.  Porter  writes: 

"  I  want  to  tell  you  how  we  are  trying  to  build  up 
Home  Sunday-schools.  In  many  a  home  you  find 
beside    the    Bible    a    small    book     in     paper     covers; 


The  1 1  owe  Dcpartvicut  477 

'Pamucka'  is  the  title.  It  means  'help'  and  deserves 
the  name.  It  is  the  only  help  to  the  understanding  of 
the  Bible  that  many  have ;  it  contains  the  daily  readings 
with  perhaps  fift\^  words  of  explanation  on  the  text  for 
each  day.  On  an  average  two  pages  are  devoted  to  the 
exposition  of  each  Sunday's  lesson.  We  published  this 
\ear  3,600  of  these  books,  and  they  find  their  way  into 
almost  as  many  homes.  They  go  across  the  borders; 
the  Slovaks  in  Hungary  have  them.  Several  hundred 
follow  the  Bohemians  and  Slovaks  to  America.  Some 
fifty  copies  find  their  way  into  Russia.  This,  the 
only  Sunday-school  help  published  in  the  Bohemian 
language,  is  a  great  blessing.  Every  night  or  morn- 
ing, or  perhaps  both  night  and  morning,  the  Bible  and 
'  Panmcka  '  are  brought  out,  the  passage  read,  the  little 
'  portion  '  and  then  the  prayer.  Only  eternity  will 
tell  how  souls  in  this  way  have  been  brought  to  the 
light  and  fed  out  of  the  A\ord  of  God. 

"  But  this  is  not  all,  nor  the  best.  Beside  aiding 
the  pastors  and  teachers  in  their  preparation  of  the 
lessons,  '  Pamucka  '  serves  many  families  who  live  where 
there  is  no  chiu-ch.  They  gather  on  Sunday  with  some 
invited  guests,  perchance,  and  study  the  lesson  and  read 
'  Pam.ucka.'  From  time  to  time  come  letters  of  thanks 
from  those  lonely  families.  Xot  long  ago  a  servant 
shut  oft  from  religious  privileges  wrote  of  the  blessing 
this  book  brings  her.  From  another  place  comes  testi- 
mxony  from  a  tailor,  who  gathers  neighbors  around  him 
on  Stmday  to  hear  the  Word  of  God.  He  says,  '  In 
the  "  Pamucka."  I  have  text  and  sermon  too.'  In  not  a 
few  places  the  '  Pamucka '  furnishes  the  sermon  for 
little  congregations  who  cannot  have  a  preacher.  Not 
long  ago  a  lady  came  to  me  and  asked  nie  for  some 
copies.  She  said:  '  Our  Romanist  neighbors,  who  will 
not  come  to  our  meetings,  enjoy  reading  at  home  the 
"  Pamucka." 


478 


The  Reports 


J.  E.  Shepard 


Work  among  the  Negroes 

Dr.  J.  E.  SHEPARD 

Field  Superintendent  of  Work  for  Negroes 

I  TRANSMIT  a  brief  summary 
of  my  stewardship  and  the 
future  needs  of  the  fields. 

Much  has  been  accomplished, 
but  a  far  greater  work  remains 
to  be  done  in  evangelizing  and 
systematizing.  It  will  require 
patience  and  self-sacrifice,  with 
the  expenditure  of  money,  to 
reach  tangible  results. 

In  the  Southern  states,  by  the 
United  States  census  of  1900, 
are  3,077,412  children  between 
the  ages  of  five  and  fourteen. 
These  figures  show  that  over  one 
third  of  the  negro  population  is  in  childhood.  The 
work  of  the  International  Sunday-school  Association, 
so  far  as  the  negro  i§  concerned,  must  be  largely  among 
these,  to  take  these  children  and  make  Christian  citizens 
of  them. 

Since  January,  1903,  I  have  attended  six  state  con- 
ventions for  the  colored  people,  two  in  Alabama,  two  in 
North  Carolina,  one  in  South  Carolina,  one  in  Georgia. 
In  South  Carolina  27  counties  out  of  42  are  organized 
or  in  process  of  organization;  in  North  Carolina  out  of 
97  counties  39,  and  2  city  organizations.  In  Alabam^a 
18  counties  are  organized;  in  Georgia  14;  in  Tennessee, 
10,  and  in  Virginia,  4.  Two  Baraca  classes  have  been 
started.  In  Durham,  N.  C,  a  Baraca  class  room  has 
been  added  to  the  church  at  a  cost  of  near  $1,400.  I 
have  organized  84  counties,  the  greater  portion  of  which 
are  doing  good  work.  I  have  attended  109  county  con- 
ventions, held  32  institutes,  attended  107  mass  meet- 
ings, held  79  meetings  for  pastors  and  superintendents, 


]Vork  among  iJic  Xcgrocs  479 

attended  86  other  religious  meetings,  addressed  154 
Svmday-schools,  140  day  schools,  24  colleges,  6  theolog- 
ical seminaries,  delivered  154  Sunday  addresses;  total 
number  addresses  delivered  659,  travelled  36,778  miles. 

I  find  many  Sunday-schools  seeking  to  improve  in 
method,  equipment  and  spiritual  power.  They  eagerly 
welcome  new  ideas.  The  superintendents  are  realizing 
that  the  boys  and  girls,  and  especially  the  young  men, 
must  be  reached  and  saved,  if  the  race  is  to  advance. 
Hence  they  are  turning  to  the  Sunday-school.  Better 
teachers  are  demanded,  and  there  is  a  growing  dis- 
position on  the  part  of  the  pastors  and  superintend- 
ents to  supply  these  demands.  We  have  only  enrolled 
in  the  Sunda3'-schools  of  the  South  about  798,000; 
where  are  2,279,412  that  the  Sunday-school  has  not 
reached  ? 

This  work  must  be  one  largely  of  charit\^  The 
colored  people  have  done  well  considering  the  smallness 
of  their  wages,  large  families  and  other  charitable 
organizations  dependent  upon  them  for  support. 

I  desire  to  make  some  general  suggestions. 

First :  The  field  workers  must  be  increased  and  a  speci- 
fied territory  given  them.  With  large  territories  it  is 
impossible  to  keep  the  work  alive  in  every  portion. 

Second:  If  a  colored  general  secretary  co.uld  be  ap- 
pointed to  keep  in  touch  with  the  workers  on  the  field 
and  the  county  organizations,  better  results  could  be 
obtained.  This  general  secretary  would  at  all  times  be 
available  for  state  conventions,  special  meetings  and 
institute  work.  He  should  direct  the  movements  of 
field  force  from  his  ofificc. 

Third  :Tf  it  is  not  practicable  to  appoint  other  workers, 
I  would  suggest  the  employment  of  one,  with  the  title, 
"  Secretary  for  the  Colored  People,"  with  an  office  secre- 
tary to  keep  up  correspondence.  When  the  men  are  not 
available,  a  letter  is  the  next  best  substitvite.  I  would 
prefer,  however,  the  appointment  of  four  men  on  the 
field.     It  mav  be  that  men  could  be  found  who  could 


4^0  The  Reports 

give  a  portion  of  their  time  to  the  work,  especially  dur- 
ing the  summer  months.  The  state  conventions  could 
supplement  any  offer  made  them  by  the  Executive  Com- 
mittee: for  instance,  the  Alabama  Colored  State  Con- 
vention asked  that  the  Executive  Committee  appoint  a 
man  for  the  state  of  Alabama,  pledging  to  raise  part  of 
his  salary. 

Fourth:  If  funds  are  available  I  would  ask  that  a 
man  be  appointed  to  do  work  in  the  large  towns  and 
cities. 

Fifth:  I  would  suggest  a  booklet  containing  the  ob- 
jects of  this  Association,  instructions  how  to  organize 
and  maintain  county  organizations,  suggestions  on  sup- 
plementary and  normal  work,  the  cradle  roll  and  home 
department.  The  more  simple  it  is  the  better  it  would 
be.  I  find  that  ever^^where  the  people  want  something 
to  guide  them. 

I  close  this  report  thanking  you  for  support  and 
encouragement.  I  assure  you  that  m}-  people  are  grate- 
ful for  the  great  work  you  are  attempting  to  do  for  them. 


At  the  meeting  of  the  Central  Committee  at  Clifton,  Mass.. 
August  22-25,  1905?  it  was 

Voted:  That  we  stand  ready  to  give  S350  per  annum  on 
salary  and  $100  on  expenses  to  the  colored  work  in  the  south- 
ern states,  to  any  state  that  will  raise  a  like  sum  for  the  sup- 
port of  colored  state  workers,  the  executive  committee  of  the 
state  to  present  one  or  more  names  to  the  Committee  on 
Negro  Work,  who,  with  the  Field  Secretary  for  the  Negroes, 
shall  select  a  worker. 

The  following-named  workers  have  since  been  selected,  in 
harmony  with  this  vote  : 

South  Carolina  —  Rev.  J.  W.  Moultrie.   Marion. 
North   Carolina  —  Prof.  W.  C.    Pearson.   Durham. 


Our  Neighbor       Mexico 


481 


I 


Marv  F.  Bryner 


Our  Neighbor  —  Mexico 

MARY  FOSTER  BRYNER 

Field  Worker  of  1  iiurji^.'wiuil  Sunday-school  Associalion 

Love  thy  neighbor  as  thy- 
sc'h"  "  was  easy  of  fulfilment  be- 
tween Canada  and  the  United 
States,  possessing,  as  they  do. 
much  of  common  heritage,  cus- 
toms, interests  and  language;  so 
a  generation  ago  these  two  na- 
tions joined  hearts  and  hands, 
forming  the  International  Sun- 
day-school Association,  to  work 
together  for  the  promotion  of 
Sunday-school  interests  in  North 
America. 

Just  south  of  the  States  was 
another  neighbor,  whose  heritage, 
customs,  interests  ami  language  were  so  entirely  differ- 
ent, that  we  were  scarcely  acquainted  with  them.  Only 
those  who  have  crossed  the  border  into  Mexico  can 
appreciate  the  difference.  So  marked  is  it  that  mis- 
sionary boards  regard  Mexico  as  a  foreign  field,  and  mis- 
sionaries sent  there  are  considered  foreign  missionaries. 
When  Canada  and  the  United  States  joined  hands  in 
1872  there  was  not  even  a  railroad  to  Mexico  City  from 
the  States.  There  were  few  schools  of  any  kind,  and 
not  one  Sunday-school  in  all  Mexico.  For  four  hundred 
years  it  had  been  under  the  control  of  one  church,  and 
the  Bible  had  been  a  sealed  book.  However,  a  liberal 
element  was  growing,  and  about  thirty  years  ago  came 
an  awakening.  Leaders  in  Mexico  came  to  realize  that 
their  country'  lacked  things  which  other  nations  possess, 
and  began  to  inquire  into  the  causes.  The  entrance  of 
Protestant  missionaries  was  allowed,  and  Dr.  John  W. 
Butler,  who  still  resides  in  Mexico  City,  was  one  of  the 
pioneers. 


482  The   Reports 

Is  Mexico  worth  saving,  with  its  population  of  fourteen 
millions,  and  its  wonderful  resources,  which  have  never 
been  developed? 

Present  investments  of  eight  hundred  and  forty  mil- 
lion dollars  by  British  and  American  capitalists  in  rail- 
roads, mines,  plantations  and  various  industries  prove 
their  faith  in  the  commercial  prospects  of  the  country. 
On  May  i  of  this  year  a  definite  money  standard  was 
adopted,  making  the  Mexican  silver  dollar  equal  to 
about  fifty  cents  of  our  money.  Business  interests  have 
brought  over  seven  thousand  English-speaking  residents 
to  Mexico  City,  and  in  every  city  may  be  found  an 
American  colony. 

Diaz  and  his  associates,  as  well  as  the  missionaries, 
believed  that  there  was  a  brighter  future  for  Mexico,  and 
the  three  decades  since  Diaz  was  first  chosen  president 
show  a  remarkable  awakening  in  political,  commercial, 
educational  and  religious  affairs. 

The  desire  to  learn  English  is  rapidly  spreading  among 
the  Mexicans.  Every  mission  has  its  school  for  children 
and  youth,  where  English  is  taught  as  one  branch.  No 
child  is  permitted  to  attend  the  English  class  who  does 
not  attend  the  Bible  class;  so  the  Bible  class  is  tolerated 
for  the  sake  of  the  English,  and  the  seed  is  sown  which 
often  brings  forth  fruit.  Mission  schools  have  stimulated 
the  organization  of  government  schools,  and  in  some 
sections  a  compulsory  educational  law  has  been  estab- 
lished,  though   not   generally   enforced. 

The  religious  awakening,  begun  under  the  influence 
of  the  missionaries,'  must  be  continued  with  their  hearty> 
cooperation,  though  native  officers  and  teachers  are 
being  trained  as  rapidly  as  possible.  Under  these 
influences  the  Sunday-school  has  grown  in  some  thirty 
years  to  about  four  hundred. 

Something  over  two  years  ago  there  came  to  our 
general  secretary  a  Macedonian  call,  "  Come  over  to 
Mexico  and  help  us."  A  previous  engagement  pre- 
vented his  going.       Distance  and  expense  also  seemed 


Our  Neighbor  —  Mexico  483 

hindrances  too  great  to  be  overcome.  The  generosity 
of  the  Sunday  School  Times  made  it  possible  for  another 
of  the  workers  to  carry  the  greetings  of  the  International, 
and  to  assure  Mexico  of  our  interest  and  desire  to  help. 
In  July,  1903,  a  trip  of  five  days  and  nights  was  neces- 
sary to  reach  Mexico  City.  Numerous  surprises  were 
in  store.  The  great  temple  for  the  Convention,  in  the 
heart  of  Mexico  City,  was  the  former  property  of  the 
Catholic  chxirch,  which,  for  violation  of  the  law  some 
thirty  years  before,  had  been  confiscated  by  the  govern- 
ment and  resold  to  the  Protestant  mission.  The  patio, 
roofed  over,  formed  the  audience  room.  The  arches 
of  the  cloisters  in  front  had  been  filled  and  plastered, 
and  contained  the  creed,  the  Lord's  Prayer,  Ten  Com- 
mcindments,  etc.,  in  Spanish.  The  side  cloisters  enclosed 
a  printing  office,  from  which  are  sent  out  lesson  leaves 
and  the  church  paper  in  Spanish,  to  all  parts  of  the 
country.  There  was  a  delegation  of  seven  hundred  and 
twenty-five,  representing  twenty-three  of  the  twenty- 
seven  states.  A  choir  of  5'oung  people  from  the  mission 
schools  had  been  trained  to  sing  such  dignified  selections 
as  "  The  Heavens  are  Telling  "  and  the  "  Hallelujah 
Chorus,"  etc.  There  were  neat  badges,  careful  regis- 
tration, and  a  well-prepared  program  of  practical 
topics.  Early  sunrise  prayer  meetings  were  attended 
by  from  two  to  five  hundred.  Temperance  teaching 
was  emphasized,  for  Mexico  suffers  from  the  curse 
of  the  native  drink.  Audiences  numbering  above  a 
thousand  were  composed  of  missionary  leaders,  Mexi- 
can pastors  and  teachers,  with  groups  of  converted 
Indians.  Probably  three  fourths  in  attendance  were 
Mexicans. 

New  methods  were  explained  through  interpreters, 
and  gladly  received.  The  first  interpreter  was  Servando 
Erquivel,  a  Christian  young  Mexican  professor,  of 
Palmore  College,  who  regularly  subscribed  to  twenty- 
eight  magazines  and  periodicals  in  English,  that  he  might 
keep  in  touch  with  the  world's  work  and  progress. 


484  The  Reports 

During  the  Convention  numerous  invitations  to  visit 
the  workers  in  their  local  districts  could  not  be  accepted 
for  lack  of  time,  but  a  tour  of  eighteen  cities  was  planned 
for  January  and  February,  1904,  which  carried  the  work 
nearer  to  the  individual  schools,  and  produced  practical 
results.  During  the  Mexico  Convention  it  was  recom- 
mended that  the  country  be  divided  into  twelve  districts, 
and  each  encouraged  to  hold  a  district  convention  the 
following  year.  Programs  received  show  that  this  plan 
was  partially  carried  out.  Letters  of  appreciation,  of 
suggestions  and  new  methods,  letters  of  inquiry  about 
many  phases  of  the  work,  prove  that  the  visits  were  not 
without  influence. 

There  are  signs  of  progress,  though  the  difficulties  of 
introducing  new  features  can  scarcely  be  appreciated- by 
us  who  can  so  easily  procure  explanatory  literature  and 
needed  help.  There  have  been  rio  leaflets  or  books  on 
Sunday-school  methods  in  Spanish.  The  teacher  who 
organized  the  first  cradle  roll  found  the  mothers  greatly 
interested,  and  easily  secured  the  babies'  names,  but  no 
cradle  roll,  birthday  card,  or  certificates  were  published 
in  Spanish.  A  superintendent  in  Guanajuato  decided 
to  grade  his  school  and  introduce  supplementary  lessons, 
but  could  find  only  English  outlines,  so  had  some  printed 
in  Spanish. 

A  training  class  of  ten  young  teachers  was  organized, 
but  there  were  no  formal  outlines  in  Spanish,  and  be- 
fore any  could  be  translated  and  printed,  permission 
must  be  secured  from  the  English  author. 

A  young  Mexican  primary  teacher  decided  to  plan 
special  Children's  Day  exercises,  with  promotion  from 
her  department.  Of  course,  no  certificates  could  be 
secured  except  those  made  by  hand. 

The  pressing  needs  of  Mexico  are  plain  —  first,  an 
open  Bible  throughout  the  cotintry.  Mexican  children 
are  lovable  and  teachable  and  easily  interested.  Bible 
stories  are  new  to  many  and  easil}'  understood,  because 
the  country  and    custo:ns  are  so  like    Palestine  —  the 


Our  ydghbor  —  Mexico  485 

low,  square  houses,  with  the  center  patio  or  courtyard, 
the  scarcity  of  fuel  and  water  in  some  sections,  the  plain 
food  of  the  common  people,  the  slow  methods  of  prepar- 
ing the  meal,  plowing,  etc.,  the  great  number  of  weary 
and  heavj-  laden,  the  unfortunate  beggar  by  the  wayside, 
the  lack  of  appreciation  of  the  value  of  time,  etc. 

Mexico  needs  that  native  workers,  many  of  whom 
never  attended  Sunday-school  during  childhood,  shall 
be  furnished  instruction  about  the  Bible;  also  methods 
of  teaching  and  plans  for  the  work  in  general.  For  this 
there  must  be  provided  literatvire  in  Spanish.  Through 
the  International  Association,  eight  leaflets  are  in  proc- 
ess of  preparation  at  the  present  time,  as  follows: 

Organized  Simday-school  Work ;  Svmday-school  Man- 
agement; The  Svmda^^-school  Officers;  The  Sunday- 
school  Session;  The  Svmdaj'-school  Teacher;  Lesson 
Preparation ;  The  Home  Department ;  Round  Table  of 
Forty   Questions   on    General   Sunday-school   Topics. 

Another  need  is  at  least  one  field  worker,  an  educated 
Mexican,  familiar  with  English  and  Spanish,  who 
would  be  acceptable  to  all  denominations,  who  would 
give  instructions  at  conventions,  translate  a  few  books, 
or  selected  chapters,  into  Spanish,  as  leaflets,  translate 
or  write  articles  on  Sunday-school  work  to  be  published 
in  the  few  denominational  papers  alread)'  in  circulation, 
present  Sunday-school  progressive  methods  before  the 
annual  denominational  gatherings,  and  give  a  series  of 
lectures  to  the  students  now  gathered  in  the  mission 
schools,  as  these  young  people  will  be  the  future  Sunday- 
school  teachers. 

They  are  a  hungry  multitude.  Hungry  for  the 
Bread'of  Life;  like  the  multitude  of  old  they  have  noth- 
ing. Shall  we  say,  "  They  are  so  many,  send  them  away, 
that  they  may  buy  bread  for  themselves"?  Or  do  we 
hear  the  Master  saying,  "  Give  ye  them  to  eat  "? 


486  The  Reports 


Committee  on  Education 

Final  Report  of  Triennium  of  igo2-i90s 

The  sub-committee  appointed  in  August,  1903, 
known  as  the  "  Committee  on  Education,"  makes  in 
brief  this  its  final  report  for  the  triennium  ending  at 
Toronto,  June,  ■  1905. 

As  all  matters  except  such  as  were  enacted  by  this 
Committee  at  its  session  in  Deceinber,  1904,  at  Colum- 
bus, Ohio,  have  already  been  siibmitted  to  and  disposed 
of  b}'  the  Executive  Committee,  I  beg  leave  to  very 
briefly  summarize  former  action  and  append  such  addi- 
tional action  as  was  taken  at   the  Columbus  session. 

Summary 

The  first  session  of  the  Committee  was  held  in  Decem- 
ber, 1905,  at  Louisville,  Ky.  At  this  session  the  Com- 
mittee established  the  standards  for  an  elementary 
teacher-training  course,  approved  all  teacher-training 
courses  in  operation  throughout  the  International  field 
which  measured  up  to  the  standards  set,  and  also  "  ap- 
proved "  by  name  all  association  teacher-training 
departments  in  which  such  recognized  courses  were 
being  efiicienth'  operated. 

A  committee  was  appointed  to  frame  an  elementary 
International  diploma,  and  also  a  committee  to  fix  the 
standards  and  frame  the  diploma  for  an  "  advanced  " 
cotuse. 

The  matter  of  the  nomenclature  of  the  grades  of  the 
Sunday-school,  which  the  Executive  Committee  had 
referred  to  us,  was  entered  upon  by  appointing  a  mem- 
ber of  our  Committee  to  confer  with  representative 
workers  and  ascertain  their  views  as  to  a  jjossible  uni- 
formity. 

The  Committee  at  this  session  further  prepared  over- 
tures to  the  denominations,  asking  their  cooperation, 
and  to  the  Siuiday-school  Editorial  Association,  urging 


Couiuiittcc  on  Education  487 

the  erection  of  teacher-training  departments  in  their 
several  teaching  helps. 

At  the  second  session  of  the  Committee,  held  at 
Winona  Lake  in  August,  1904,  the  standards  for  the 
advanced  course  were  adopted  and  the  diploma  ordered 
prepared  and  printed,  together  with  the  requirements 
agreed  upon  by  the  Committee  as  to  both  elementary 
and  advanced  courses.  A  committee  was  given  charge, 
ad  interim,  of  the  ftuther  approval  of  all  bodies  asking 
for  recognition  under  the  rules  of  the  Committee. 

At  this  session  the  terms  of  the  nomenclature  of 
Sunday-school  grades  was  fixed  and  report  made  to 
the  Executive  Committee  for  action  thereon. 

The  Committee,  having  been  appealed  to  widely  to 
define  a  system  of  supplementary  studies  for  the  Sunday- 
school,  and  also  to  fix  upon  some  form  of  recognition 
proper  for  summer  training  schools,  decided  at  this 
session  to  refer  the  matter  for  fuller  instruction  to  the 
Executive  Committee,  which  was  done  at  Buffalo,  with 
the  result  that  the  Committee  on  Education  was  in- 
structed to  prepare  a  suitable  certificate  of  recognition 
for  training  schools,  together  with  conditions  under  which 
such  certificates  could  be  used,  and  to  consider  and  report 
at  Toronto  upon  the  matter  of  graded  supplemental 
studies. 

At  the  third  session  of  the  Committee  held  at 
Columbus,  Ohio,  in  December,  1904,  the  Committee 
partly  entered  upon  the  approval  of  such  textbooks 
as  might  meet  the  standards  of  the  adopted  advance 
course. 

It  also  adopted  the  leaflet  on  teacher  training,  pre- 
pared at  its  request  by  Mr.  Pearce. 

A  genera]  standard  was  agreed  upon  as  to  su]5ple- 
mental  course  of  study,  and  the  International  Execu- 
tive Committee  was  asked  to  urge  the  denominations 
to  provide  and  use  such  supplemental  studies  as  would 
come  under  the  standards  which  the  International  Con- 
vention may  approve  and  declare. 


488  The   Reports 

The  Committee  further  asked  that  Chairman  Harts- 
horn might  make  provision  at  the  Toronto  Convention 
for  an  informal  conference  by  all  interested  workers  upon 
the  report  of  supplemental  studies.  The  matter  was 
ordered  to  be  further  considered  by  a  special  committee 
from  the  Committee  on  Education,  and  its  final  report 
and  recommendations  to  be  made  at  Toronto  in  time  to 
be  put  before  yotir  body. 

Standards  were  also  fixed  under  which  recognition 
and  certificates  might  be  referred  to  summer  training 
schools  as  follows: 

1.  The  course  of  the  school  to  include  at  least  the 
Bible,  Sunday-school  teaching  and  the  management  and 
methods  of  the  Sunday-school. 

2.  At  least  fifteen  hours'  work  thereon  as  a  student 
of  the  school. 

3.  The  requirement  of  notebooks  and  other  tests  of 
work  done  by  students. 

4.  Instruction  in  at  least  two  of  the  Sundaj'-school 
grades,  with  report  of  attendance  by  grades  to  Commit- 
tee on  Education.  The  Chairman,  Dr.  Merrill  and  Mrs. 
Barnes  were  appointed  as  a  committee  to  fjass  upon  all 
schools  asking  approval  as  summer  schools. 

Mrs.  Barnes  was  instructed  to  prepare  and  present 
at  Toronto  to  this  Committee  the  plan  of  a  primary 
training  course  and  diploma. 

Mr.  Pearce  was  instructed  to  enter  into  further 
correspondence  with  the  denominations  as  to  their 
cooperation  with  the  Departm^ent  of  Education  of  the 
International  Convention  and  use  of  its  diplomas. 

This  concludes  the  summary  of  work  done  by  the 
Committee  on  Education.  At  its  final  meeting  to  be 
held  Friday,  June  23,  at  Toronto,  other  matters  will  be 
concluded  and  will  be  presented  to  your  body  in  tinie 
for  your  action. 

Respectfully  submitted, 

H.   M.   Hamill, 

Chair}iian. 


Committee  on  Theological  Soninaries  489 

Committee  on  Theological  Seminaries 

Final  Report  for  Triennium  of  1902-1905 

As  chairman  of  the  Committee  on  Theological  Semi- 
naries, I  have  fully  carried  out  instructions  of  the  Exec- 
utive Committee,  and  have  already  made  two  reports  — 
the  first  report  in  full  detail  at  the  Winona  Lake  session 
and  the  second  at  the  Buffalo  session.  In  the  former  of 
these  reports  I  detailed  the  correspondence  I  had  with 
nearly  all  Protestant  seminaries  of  Xorth  America  and 
gav^e  summaries  of  their  replies  to  questions  I  had  asked 
as  to  the  status  of  Sunday-school  training  of  candidates 
for  the  ministry. 

At  the  BufTalo  session  I  made  further  brief  report, 
asking  for  further  instructions.  Since  then  I  have  asked 
each  member  of  the  Committee  to  advise  me,  as  chairman, 
if  it  was  deemed  best  to  again  enter  into  a  correspondence 
of  inquir}-  and  investigation  during  the  present  trien- 
nium, and  all  replied  that  it  did  not  so  appear. 

In  general,  as  summing  up  the  relation  and  status  of 
our  seminaries  in  the  matter  of  Stmday-school  equip- 
ment and  training,  there  has  been  and  is  a  most  notable 
growth  of  opinion  and  action  in  the  direction  of  requir- 
ing all  candidates  for  the  ministry  to  study,  both  by 
text  and  lecture  course,  the  subjects  needed  for  a 
thorough  and  modem  Sunday-school  pastor. 

The  Committee  at  Buffalo  authorized  me  to  make  use 
of  the  Sunday  School  Times'  symposium  with  hearty 
consent  of  its  editor,  in  such  printed  form  as  I  might 
deem  best.  So  far  I  have  not  done  this  for  the  reason 
that  anything  less  than  the  full  symposium  would  have 
been  a  mutilation,  and  an  edition  of  the  full  matter 
would  have  been  somewhat  expensive. 

Respectfully  submitted, 

H.    M.    H.AMILL, 

Chairman. 


49°  ^^"^  Reports 

The  West  Indies  Commission 

Dr.  FRANK  WOODBURY 

The  West  Indies  Commission  was  created  at  Denver 
in  1902. 

The  idea  grew  out  of  the  fact  that  about  three 
million  citizens  of  Xorth  and  South  Am.erica  are  de- 
tached from  the  mainland,  and  have  not  been  in  easy 
touch  with  the  great  international  organized  Sunday- 
school  movement. 

The  ptirpose  of  the  Commission  is :  To  acquaint 
the  mainland  of  North  America  with  the  men  and 
women  who  are  building  up  in  those  islands  Chris- 
tian sentiment  and  following,  and  to  bring  both  into  a 
position  of  mutual  helpfulness.  To  plan  a  visitation 
to  the  West  Indies  in  the  interests  of  systematic  Bible 
study  and  Christian  education;  to  continue  the  tour 
to  Trinidad  and  to  British  Guiana  (South  America),  and 
plant  the  International  Sunday-school  flag  for  the  first 
time  on  that  dark  and  needy  continent,  and  to  interest 
the  churches  as  never  before  in  that  most  neglected 
mission  field. 

COXDITIOXS 

1.  There  is  a  well  distributed  and  organized  Protes- 
tant cause,  largely  under  English,  Scotch  and  Canadian 
control.  They  feel  keenly  the  great  odds  against  which 
they  are  fighting,  and  need  the  prayers  and  cheer  of  their 
comrades  on  the  mainland. 

2.  There  is  a  very  large  and  aggressive  Roman  Catho- 
lic church  and  a  heavy  heathen  population  in  Trinidad 
and  Demerara. 

3.  Throughout  the  islands  there  is  much  culture, 
refinement  and  fine  Christian  spirit,  orderly,  well  gov- 
erned communities,  and,  as  elsewhere,  a  seething  mass 
of  ignorance  and  sin. 

The  strategic  points  to  touch,  naming  them  as  they 
would  be  visited,  are:  Bermuda,  St.  Kitts,  Antigua,  San 


The  West  Indies  Conniiission  491 

Lucia,  Barbados,  Trinidad,  Demerara  (South  America), 
Porto  Rico,  Jamaica,  Cuba,  Nassau  (Bahamas). 

What  Good? 

1.  It  will  encourage  several  thousands  of  ministers, 
missionaries  and  Sunday-school  workers,  u'ho  )!eed  help. 

2.  It  will  lead  to  the  development  of  the  organized 
Sunday-school  movement  with  all  that  that  may  mean, 
and  will  add  colonial  Sunday-school  associations  to  the 
great  family. 

3.  It  will  open  an  "  Effectual  Door  "  to  that  needy 
continent  so  long  neglected  by  the  churches. 

4.  It  will  open  the  way  for  an  international  field  sec- 
retary for  the  West  Indies,  who  can  use  part  of  his  time 
in  studying  conditions  in  South  America. 

It  has  been  suggested  that  a  large  number  of  enthusi- 
astic Sunday-school  men  and  women  should  accom])any 
the  Commission  on  a  chartered  ship. 

It  would  show  the  development  of  the  Sunday-school 
missionary  spirit.  It  would  give  the  organized  work 
added  importance  in  the  eyes  of  the  Christian  world. 
It  would  draw  world-wide  attention  to  the  great  needs 
of  South  America.  It  would  awaken  the  evangelistic 
spirit,  and  kindle  revivals  all  along  the  route.  It  would 
provide  a  most  delightful  sea  trip  in  semi-tropical 
waters,  in  the  m.iddle  of  our  northern  winter,  amidst 
scenery  and  surroundings  entirely  unique. 


A  co.MMissiON  consisting  of  Dr.  Frank  Woodbury,  chair- 
man, and  Mrs.  Woodbur)-.  Halifax.  N.  S.;  Mr.  Frank  L. 
Brown  and  Mrs.  Brown.  Brooklyn.  N.  Y.:  and  Rev.  Edgar  T. 
Capel,  (ieneral  Secretary-  of  the  Quebec  Provincial  Associa- 
tion. Montreal,  Que.,  will  sail,  Januan,-  25.  1906,  for  a  sys- 
tematic visitation  to  the  West  Indies. 


492 


The  Reports 


Report  of  Committee  on  Obituaries,  1902-1905 

Prof.     G.     G.     MARCUS,     Memphis,    Tenn.,     International     Field 
Worker    for    the    Negroes 

After  seventeen  years  of 
service  in  the  public  schools  of 
Memphis,  Tenn.,  Professor  Mar- 
cus entered  the  employ  of  the 
International  Executive  Com- 
mittee in  November,  1902, 
having  been  chosen  to  the 
work  the  August  previous. 
His  work  was  chiefly  in  Ala- 
bama and  Tennessee,  where  he 
met  with  good  success.  He 
attended  and  addressed  the 
meeting  of  the  Executive  Coin- 
mittee  at  Winona  Lake  in 
1903,  where  many  of  us  met 
him.  He  was  ill  at  the  time 
of  the  meeting  at  Buffalo,  1904,  and  died  in  September 
of  that  year,  greatly  lamented  by  all  who  knew  him. 
His  funeral  in  Memphis  was  very  largely  attended  b\' 
both  the  blacks  and  whites  and  was  a  tribute  to  his 
high  character.  We  extend  our  deep  sympathy  to  his 
bereaved  familv. 


Prof.  G.  G.  Marcus 


Deceased  Members  of  the  Executive  Committee 

W.  H.  CowHicK,  of  Cheyenne,  Wyo.,  was  elected 
to  this  Committee  at  the  Denver  Convention.  In  1903, 
while  on  his  way  to  the  meeting  at  Winona  Lake,  he  was 
stricken  with  paralysis  from  which  he  did  not  recover. 

Capt.  J.  N.  Ph.\rr,  of  Berwick,  La.,  was  elected 
to  this  Committee  in  1903,  and  was  present  at  the  meet- 
ing at  Winona  Lake,  iDarticipating  in  its  councils.  His 
deep  interest  in  the  work  of  the  far  West  was  evidenced 
by  a  subscription  of  $100  to  the  work  in  that  field.     He 


Comnnttee  on  Obituaries 


493 


was  stricken  with  sickness  not  long  after  his  return  home 
and  died  in  the  autumn  of  1903. 

C.  M.  Messinger,  of  Prescott,  Ariz.,  was  elected  to 
the  committee  at  Atlanta,  Ga.  So  far  as  we  can 
ascertain  he  was  never  to  attend  its  meetings,  though 
deeply  interested  in  its  work.      He  died  in  1904. 

E.  C.  Stretch,  who  had  just  been  elected  to  this 
Committee  from  the  Indian  Territory  and  who  had 
attended  some  of  the  sessions  of  this  convention,  was 
stricken  with  paralysis  on  Sunday,  Jtme  25,  and  died 
Tuesday   p.m.,  June   27,    1905. 

Respectfully  submitted, 

W.  C.  Merritt. 
A.   B.  McCrillis. 


Rachel's  Tomb — 1904 

On  the  way  to  Bethlehem 

"  .-Xnd  Rachel  died,  and  was  buried  in  the  way  to  Ephrath,  which  is  Bethlehem." 

—  Gen,  35  :  ly. 

{Frotu  Glimpses  0/  Bible  Lands) 


494 


The  Reports 


Report  of  the  International  Lesson  Committee 

The  Sixth  International  Sunday-school  Lesson  Com- 
mittee was  appointed  at  the  International  Triennial 
Convention  at  Denver,  Colo.,  in  June,  1902,  and  consists 
of  the  folio  wins:  members: 


Rev.  John  Potts,  D.D. 
Rev.  a.  F.  Schauffler,  D.D. 
E.  L.  Shuey. 
Rev.  B.  B.  Tyler,  D.D. 
Rev.  J.  S.  gTAHR,  D.D. 
Prof.  J.  R.  Sampey,  D.D. 
Rev.  Mosheim  Rhodes,  D.D. 


J.  R.  Pepper. 

Bishop  H.  W.  Warren,  D.D. 
Principal  E.  I.  Rexford,  D.D. 
Prof.  Ira  M.  Price,  D.D. 
Rev.  O.  P.  Gifford,  D.D. 
Principal  W.m.  Patrick,  D.D. 
Prof.  C.  R.  Hemphill,  D.D. 


Prof.  S.  I.  Curtiss,    D.D. 


Working  in  conjunction  with  this  committee  is  the 
British  Committee,  which,  as  constituted  at  the  present 
time,  consists  of  the  following  individuals: 


Rev.  S.  G.  Green,  D.D. 

Rev.  C.  H.  Kelly. 

Rev.  R.  Culley. 

Rev.  Dr.  Townsend. 

Rev.  D.  C.  Macgregor,  M.A. 

Rev.  Frank  Johnson. 


Rev.  S.  S.  Hershaw. 

Rev.  S.  Alfred  Rowland,  LL.B. 

F.  F.  Belsey. 

Charles  Waters. 

Fred  Taylor. 

Edward  Towers. 


William  H.  Groser. 


The  Committee  had  its  first  meeting  before  the  ad- 
journment of  the  Denver  Convention,  at  which  meeting 
the  Rev.  John  Potts,  D.D.,  was  reelected  as  Chairman, 
and  Rev.  A.  F.  Schauffler,  D.D.,  as  Secretary.  Since  the 
Denver  Convention  your  Committee  has  held  three 
meetings,  one  in  Washington,  D.  C,  the  second  in 
Buffalo,  N.  Y.,  and  the  third  in  Toronto,  at  each  of 
which  the  usual  v.'^ork  has  occupied  the  attention  of  the 
Committee. 

The  Beginners'  Course.  —  Before  the  convening  of  the 
Denver  Convention  your  Committee  had  prepared  and 
issued  a  coiirse  of  lessons  covering  one  year  for  "  Begin- 
ners," i.e.,  scholars  under  six  years  of  age.  This  scheme 
of    lessons    had    not    proved    thoroughly    satisfactory, 


The  Interuatknial  Lesson  Committee  495 

although  it  did  good  work  in  preparing  for  a  more  perfect 
course.  In  response  to  unanimous  appeals  from  Sun- 
day-school workers  in  primary  departments,  your  Com- 
mittee was  instructed  to  prepare  and  issue  a  two-years' 
course  for  beginners.  This  work  was  delegated  to  a  sub- 
committee, consisting  of  Principal  Rexford,  Drs.  Sam- 
pey,  Hemphill  and  Schauffler.  The  sub-committee 
gave  unstinted  labor  t(3  this  important  matter  by  con- 
ferring either  personally  or  by  letter  with  nearly  all  of 
the  leading  workers  among  the  primary  scholars.  As 
a  result  the  Lesson  Committee  put  forth  a  two-years' 
course  for  beginners,  topically  arranged.  This  course 
has  met  with  much  commendation.  In  a  letter  very 
recently  received  from  Mrs.  J.  Woodbridge  Barnes, 
Primary  and  Junior  Secretary  of  the  International 
Sunday-school  Association,  she  says  that  the  course 
is  used  throughout  the  United  States  and  Canada. 
State  secretaries  report,  with  regard  to  the  Beginners' 
Course,  that  its  use  is  "  steadily  increasing,"  —  "we  have 
doubled  this  year."  Mrs.  Barnes  adds:  "  On  the 
whole  it  would  seem  that  of  the  schools  that  might  be 
expected  to  adopt  such  a  course,  about  25  per  cent 
have  already  done  so."  This  is  encouraging  when  we 
remember  the  vastness  of  the  area  covered,  and  the 
newness  of  the  scheme.  Mrs.  Barnes  reports:  "  From 
every  direction  words  of  approval  come,  and  a  feeling 
of  gratitude  is  expressed  frequently  for  the  Course." 
Mrs.  Barnes  is  personally  delighted  with  the  progress 
which  this  cause  has  made. 

As  our  British  brethren  did  not  feel  as  though  such  a 
course  could  be  wisely  used  by  them,  they  asked  that 
we  should  place  at  the  head  of  our  official  list  of  Begin- 
ners' Course  Lessons  the  words,  "  Issued  under  the 
authority  of  the  American  Section  of  the  International 
Lesson  Committee'.  Optional."  This  our  Committee 
has  done. 

The  Uniform  Lesson  Course.  —  Many  suggestions 
have   come   to  our  Committee   from   many  lands   and 


496 


The  Reports 


workers,  with  regard  to  changes  in  the  general  outline 
of  the  Lessons,  1906-1911  inclusive.  One  of  the  most 
urgent  of  these  begged  for  greater  continuity  in  the 
selection  of  the  lessons,  and  deprecated  any  change 
from  the  Old  Testament  to  the  Xew  in  the  middle  of 
the  year.  The  Committee  was. also  urged  to  give  large 
preference  to  the  lessons  of  the  Gospels.  Our  British 
friends  begged  ftirthermore  for  the  apportionment  of 
some  part  of  a  Gospel  during  each  of  the  six  years  of  the 
Coiarse.  Other  requests  also  have  been  preferred,  such 
as  the  insertion  of  two  distinctively  missionary'  lessons 
once  a  year;  the  insertion  of  a  prisoners'  reform  lesson 
once  a  year;  the  preparation  of  lessons  on  patriotic 
themes,  and  the  like. 

As  a  result  of  long  deliberation,  prayerful  as  well  as 
thoughtful,  your  Committee  put  forth  the  following 
as  the  outline  for  the  lessons^  1906- 11  inclusive: 


Interxatioxal  Lesson  Committee  Document 

Words  and  Works  of  Jesus. 


1906.  Jan.  — Dec.     Synoptic  Gospels. 

Harmony.     One  whole  year. 
1Q07.  Jan. —  Dec.  Patriarchs  to  Samuel 

as  Judge.     One  year. 

1 908.  Jan. —  June.      Gospel    according 
to  St.  John.     Six  months. 

1 90S.  July — Dec.     Saul    to    Solomon. 
Six  months. 

1909.  Jan.  —  Dec.     Acts  and  Epistles. 
One  year. 

1910.  Jan. —  Dec.  Division  of  Kingdom. 
Captivity  and  return.     One  year. 


191 1.  Jan.  — Dec.  Gospel  according  to 
St.  Matthew.     One  year. 


Stories     of     the     Patriarchs     and 

Judges. 
The  Witness  of  John  to  Jesus. 

The  United  Kingdom. 
(Saul,  David  and  Solomon.) 
Expansion  of  the  early  Church. 

Kings  and  Prophets  of  Judah  and 
Israel.     (Kings  to  Malachi.) 
or 

Glory,  Decline   and   Restoration  of 
Israel. 

The  Gospel  of  the  Kingdom. 


It  will  be  noticed  that  in  the  outline  two  and  a  half 
years  have  been  given  to  the  Old  Testament  and  three 
and  a  half  to  the  New  Testament.  The  biographical 
schemic  has  been  held  to  with  great  tenacity,  since  it 
proved  so  attractive  a  featvire  in  the  course  of  lessons 
from  1900  to  1905  inclusive.    Your  Committee  has  made 


I 


The  International  Lesson  Committee  497 

its  lessons  continuous  for  each  of  the  years  covered 
excepting  for  the  year  1908.  when  six  months  are  given 
to  the  Gospel  of  St.  John,  and  six  months  to  the  story 
of  the  United  Kingdom.  The  break  in  this  year  was 
necessary  if  the  scheme  of  three  and  a  half  years  in  the 
New  Testament  and  two  and  a  half  in  the  Old  was  to 
be  consistently  carried  out. 

B}'  this  arrangement,  the  story  of  the  Gospels  is 
presented  during  the  whole  of  the  year  1906,  during 
half  of  the  year  1908,  certainly  during  a  portion  of  the 
year  1909,  where  we  are  engaged  on  the  Acts  and  the 
Epistles,  and  during  the  whole  of  the  year  1 9 1 1 .  There 
are  then  only  two  years  out  of  the  six  during  which  no 
definite  teaching  concerning  the  life  and  the  work  of 
Christ  is  to  be  found. 

An  -Advanced  Course.  —  At  the  Convention  at  Denver 
the  lesson  Committee  then  reporting  presented  to  the 
Convention  an  Advanced  Course  covering  two  years, 
and  recommended  its  adoption  for  the  sake  of  those 
schools  that  desired  it  for  any  of  their  senior  classes. 
Ihis  Advanced  Course  was  not  adopted  by  the  Con- 
vention. Since  that  time  there  has  been  widespread 
agitation  on  this  subject,  and  requests  from  far  and 
from  near  have  been  made  for  the  preparation  and  adop- 
tion in  some  form  of  an  Advanced  Course  for  adult 
classes.  In  order  to  shed  some  light  on  this  matter  the 
Secretary  of  j'our  Committee  sent  o\it  a  questionnaire 
to  six  huiidred  ministers  of  all  evangelical  denomina- 
tions the  country  over.  These  ministers  were  all  pastors 
of  churches  of  over  two  himdred  membership.  The 
questionnaire  is  as  follows: 

OUESTIOXN.MRE 

I.  In  your  judgment  is  there  a  need  and  a  demand 
for  an  optional  course  of  lessons  for  advanced  classes, 
in  connection  with  the  International  lesson  course? 

7.     If  needed,  should  it  be  a  permanent  course? 

3.  CV  should  it  be  a  continuous  course?  (See  note 
at  the  close  of  Report.) 


498  The  Reports 

4.  Should  such  a  course  be  as  far  as  possible  parallel 
to  the  regular  International  course? 

5.  Should  such  a  course  cover  both  Old  and  New 
Testaments? 

6.  How  many  classes   in   3-0 ur   school   use  any   ad- 
vanced lessons? 

7.  Would  you  prefer  an  historical  or  a  topical  course? 

Over  three  hundred  replies  have  been  received.  We 
shall  not  burden  this  convention  with  the  weariness  of 
listening  to  a  detailed  tabulation  of  all  these  replies. 
For  our  purpose  it  is  sufficient  to  say  that  out  of  the 
number  of  replies  received,  294  emphatically  desired 
an  Advanced  Course,  and  23  did  not.  In  view  of  such 
testimony  as  this,  it  would  really  seem  as  though  the 
International  Convention  ought  to  take  some  action  in 
the  matter.  If  we  might  be  allowed  to  make  a  rec- 
ommendation, it  would  be  to  the  efifect  that  the  Lesson 
Committee  be  authorized  to  prepare  and  issue  as  "  op- 
tional "  such  an  Advanced  Course  as  in  their  most 
mature  judgment  would  meet  the  needs  of  schools 
desiring  such  lessons  for  their  senior  departments. 
Should  this  be  done,  the  International  Convention  will 
then  stand  for  a  course  of  three  grades :  first,  a  Beginners' 
Course  for  those  under  six  years  of  age.  (Here  we 
might  state  as  the  result  of  some  thought,  that  the 
Beginners'  Course  now  adopted  would  serve  well  for 
scholars  up  to  eight  years  of  age.)  Second,  the  Regular 
Uniform  Course  for  all  scholars  above  Beginners  and 
below  the  Senior  Department,  and  third,  an  Advanced 
or  Senior  Course.  The  adoption  of  these  three  courses, 
it  must  be  remembered,  does  not  make  it  obligatory 
that  any  school  abandon  an  absolute  uniform  lesson 
for  all  classes.  It  leaves  it  optional.  Those  desiring 
a  uniform  lesson  will  then  take  the  regular  course  issued 
by  the  Committee,  while  those  who  favor  gradation  in 
lesson  material  will  take  the  threefold  course. 
.  At  the  Denver  Convention  President  Hopkins,  of 
Williams     College,     Mass.,    was    elected     to     represent 


The  Iiiicniatioiial  Lesson  Committee  499 

Congregationalists  on  the  Committee.  He  decliried 
to  serve  and  his  place  was  taken  by  Prof.  Samuel 
Ives  Curtiss,  D.D.,  of  Chicago.  Owing  to  his  frequent 
absence  in  Palestine,  Dr.  Curtiss  never  met  with  the 
Lesson  Committee.  In  September,  1904,  he  passed 
to  his  rest  and  his  reward,  thus  leaving  a  vacancy  on 
the   Committee. 

It  only  remains  for  the  Committee  to  say  that  the 
work  committed  to  their  charge  has  been  done  as 
thoroughly  as  it  was  possible  for  them  to  do  it,  and 
though  at  times  the  burden,  especially  on  some  of  the 
sub-committees,  has  been  heavy,  it  has  been  gladly 
borne,  and  the  Committee  desires  to  testify  to  its  grati- 
tude to  Almighty  God  for  his  watchful  care  over  them, 
and  for  his  loving  kindnesses,  which  have  been  new 
every  morning  and  fresh  every  evening. 

In  behalf  of  the  Committee, 
John  Potts,  A.  F.  Schauffi.er, 

Chairman.  Secretary. 


Note.  —  As  an  example  of  what  is  meant  by  a  "  continuous  "  course,  the 
following  may  illustrate  my  meaning:  When  studying  the  Acts  in  the  In- 
ternational Course,  have  an  advanced  course  on  the  Epistles.  When  study- 
ing the  Divided  Kingdom,  have  a  course  on  the  Prophets.  When  studying 
the  Exile,  have  one  on  the  Prophets  and  later  psalms. 


DENOMINATIONAL    RELATIONS    AND 
CONSTITUENCY 


The    Relation    of    the    International    Sunday-school 
Association  to  Denominational  Work 

JOHN  R.  PEPPER 

What  the  great  Clearing  House 
is  to  the  vast  and  varied  banking 
interests  of  the  financial  world,  the 
Organized  International  Sunday- 
school  work  is  to  the  many  Christian 
denominations  co-operating  with  it. 
Banks  existed  and  did  much 
business  in  an  isolated  capacity 
long  before  the  clearing  house  was 
established,  but  the  world  at  large 
J.  R.  Pepper  knew  very  little  about  the  tremen- 

dous aggregate  volume  of  business 
transacted,  and  its  immense  influence  upon  the  com- 
mercial world. 

So  the  many  noble  and  useful  denominations  of  Chris- 
tian men  and  women  had  most  honorable  history  touch- 
ing Sunday-school  activity  as  well  as  various  other 
lines  of  church  industry  and  benevolence  many  decades 
before  the  Organized  International  phases  of  Sunday- 
school  work,  as  now  prosecuted,  were  dreamed  of. 

But,  as  the  bank  doing  business  within  special  limits 
found  its  life  pulse  greatly  quickened  and  its  functions 
much  enlarged  by  connection  with  the  centers  of  finan- 
cial power,  through  the  mediiim  of  the  clearing  house, 
so  also  have  the  many  denoininations  had  larger  ministry 
and  wider  horizons  by  fellowship  in  labor  for  the  lifting 
of  all  to  better  levels  of  service,  the  result  of  which 
presents  to  the  world  to-day  an  army  that  can  touch 
finger  tips  around  the  globe.  Each  division  of  this 
great  army  is  clearly  marked  in  its  encampment  line, 
yet  every  soul  possessing  the   same   splendid   spirit  of 


Relation  to  Denoyninational  Work  501 

loyalty  to  the  great  Captain  and  a  heart  beat  in  unison 
with  each   other. 

Some  of  tlie  Benefits,  i.  A  spirit  of  brotherly  kindness 
and  fraternity  tinknouTi  among  the  same  felluw  Chris- 
tians before. 

2.  A  magnificently  organized  plan  for  the  study  of  the 
Word  of  God,  and  the  only  plan  thus  far  devised  for  all 
denominations  to  use  the  same  portions  at  the  same  time. 

3.  The  only  common  ground  upon  which  all  Christians 
meet  for  the  betterment  of  the  Sunday-school  work, 
furnishing  a  permanent  basis  for  world-wide  conquest. 

4.  The  creation  of  a  body  of  literature  by  educated 
and  trained  experts,  covering  not  only  a  vast  field  of 
Biblical  research  gathered  around  one  common  series 
of  international  lessons  on  the  one  hand,  but  also  supply- 
ing increasingly  large  and  helpful  instruction  concerning 
minute  details  of  practical  Sunday-school  work  in  all 
departments.  This  would  not  be  possible  save  as  under- 
taken interdenominationally. 

5.  The  aggregation  of  strength  brought  to  pass  by 
combining  the  interests  of  all  in  one  for  reaching  and 
aiding  the  smallest  and  most  obscure  school,  not  only 
on  the  North  American  continent,  but  in  the  uttermost 
parts  as  well.  Tens  of  thousands  of  conventions,  insti- 
tutes and  kindred  meetings  for  helpfulness  are  held  over 
the  wide  world  annually,  which  could  not  be  done  by  any 
separate  denomination,  however  strong  and  resourceful. 

6.  An  Inspirational  and  not  a  Competitive  Service.  It 
is  necessary  that  this  point  should  be  set  in  broad-face 
capital  letters,  because  of  the  bleared  and  even  blind, 
vision  of  some.  From  the  very  birth  morning  of  the 
International  Lesson  System  and  all  that  has  gathered 
about  it  since,  it  was  determined  to  make  it  purely  an 
handmaiden  of  service  to  all  who  should  choose  to  use 
it  and  in  no  sense  interfere  or  enter  into  competition  with 
denominational  interests. 

For  that  very  reason  the  International  Lesson  Com- 
mittee had  its  duty  made  clear  cut  and  i)erfcctly  defined 


k 


502        Dnwminatioiial  Relations  and  Constituency 

right  from  the  beginning,  —  thirt}--three  years  ago,  — 
being  permitted  to  select  only  the  title,  the  Scriptural 
text,  Golden  Text,  Bible  Readings,  etc.,  without  giving 
a  single  word  of  comment  of  any  kind.  All  treatment 
of  lessons  as  given  by  the  Committee  is  committed 
entirely  to  the  Denominational  Lesson  Writers,  to  be 
given  from  their  particular  view  points. 

This  arrangement  is  evidently  not  understood  by 
thousands  of  Sunday-school  workers,  in  view  of  the  fact 
that  members  of  the  Lesson  Committee  are  having  con- 
stant demands  for  commentaries  and  other  printed 
matter  supposed  to  be  issued  by  the  Committee.  This 
erroneous  and  hurtful  notion  has  militated  in  some 
quarters  against  the  whole  organized  plan  of  Inter- 
national Sunday-school  work.  Such  assumption  of 
denominational  rights  was  never  contemplated  on  any 
part  of  the  ground,  and  should  it  ever  be  undertaken, 
even  remotely,  it  would  mark  the  day  of  decadence  of 
the  Interdenominational  Sunday-school  work  as  a  just 
reward  for  so  short-sighted  and  unwise  a  policy. 

So  vital  to  the  perpetuity  of  the  work  is  the  last  point 
made,  this  writer  feels  that  no  more  fitting  close  could 
be  given  to  ''the  relation  of  the  International  Sunday-school 
work  to  the  denominational  ivork  "  than  to  embody  here 
the  clear  and  emphatic  resolutions  passed  by  the  Central 
Committee  of  the  International  Svmday-school  Asso- 
ciation, at  its  meeting  held  at  Clifton,  Mass.,  August 
22-25,   1905,  as  follows: 

"  Inasmuch  as  the  International  Sunday-school 
Association  derives  its  constituency,  its  opportunity 
for  service,  and  its  income  for  prosecuting  its  self-im- 
posed work  from  the  membership  of  the  churches  of 
the  various  denominations,  and  as  the  publication  and 
the  sale  of  the  different  Denominational  Lesson  Helps 
and  other  Sunday-school  literature  is  the  unquestioned 
right  of  each  denomination,  therefore  be  it 

"  Resolved,  That  it  is  not  the  province  and  never  has 
been  the  practice  of    the   International    Sunday-school 


Relation  to  Denominational  Work  503 

Association,  or  that  of  any  of  its  related  organizations, 
to  enter  into  the  publishing  or  the  sale  of  lesson  helps,  or 
any  business  relations  that  would  seem  competitive  with 
such  publishing  houses,  and  it  has  in  the  past  studi- 
ously sought  to  avoid  such  relations. 

"  Resolved,  That  the  permanency  and  the  highest  success 
of  the  International  Sunday-school  Association  depends 
upon  maintaining  an  impartial  co-operative  relation 
with  said  publishing  houses,  and  that  any  other  course 
will  endanger  the  real  usefulness  of  all  interdenomi- 
national co-operative  work. 

"We,  therefore, recommend  that  no  State  secretary  or 
paid  employee  of  state,  provincial,  or  territorial  organi- 
zation engage  in  the  sale  of  lesson  helps  or  literatiire, 
but  maintain  a  loyal  relation  to  the  publications  of  aU 
denominational  publishing  houses." 

When  it  is  remembered  that  this  committee,  acting 
in  the  interim  of  the  triennial  conventions  of  the  Asso- 
ciation, represents  the  entire  Executive  Committee, 
which  is  made  up  of  one  member  from  each  state,  prov- 
ince and  territory  of  the  United  States  and  Canada, 
and  that  this  Committee  further  represents  all  the 
denominations  co-operating  with  the  Association,  in 
fact,  that  this  Com.mittee  speaks  for  the  entire  constitu- 
ency on  this  continent,  the  voice  of  the  International 
Sunday-school  Association  is  heard  concerning  the  real 
relation  of  the  Association  to  the  many  religious  denom- 
inations that  constitute  its  general  body. 

The  whole  and  only  purpose  of  this  discussion  is  to 
set  forth  in  perfectly  unmistakable  terms,  if  possible, 
the  very  close,  intimate  and  even  dependent  relation 
between  all  the  parties  interested,  and  to  brush  away 
the  fog  that  has  beclouded  the  minds  of  some  on  the 
points  here  given.  "  We  be  brethren  "  of  one  family  all, 
and  one  member  cannot  suffer  without  the  entire  house- 
hold being  touched.  Information,  inspiration,  co-opera- 
tion and  ez'angelization  should  be,  and  is,  the  happy- 
voiced  qtiartette  of  so  large  and  so  fiovirishing  a  family. 


THE    CONSTITUENCY 


State,  Provincial  and  Territorial  Organizations 


ALABAMA 

International  Committeeman  .    .    .    .   J.  S.  Carroll,  Troy. 
International  Vice-President    .    .    .    .   J.  B.  Greene,  Opelika. 
President  State  Association      ..._;.    E.  J.  Russell,  Athens. 
Chairman  Executive  .Committee      .    .    George  G.  Miles,  Montgomery. 

General  Secretary Joseph  Carthel,  Montgomery. 

Primary  Secretary Miss  Minnie    S.  Kennedy,  Opelika. 

Superintendent  Home  Department     .    Miss  M.  E.  Smith,  Opelika. 


E.  J.  Russell 


G.  G.  Miles 


Alabama  was  or- 
ganized in  1879.  The 
state  association  was 
reorganized  in   1890. 

Alabama  has  67 
counties.  Of  these  55 
are  organized,  13  are 
banner  counties. 
There  were  657  dele- 
gates, representing  52 
counties  in  attendance 
upon  the  last  state  con- 
vention. The  contri- 
butions for  the  support 
of  the  work  are  slowly 
but  steadily  increasing. 
In  some  counties  the  work  is  getting  to  be  thorough.  The  report  of  the 
Dallas  Covmty  Convention  showed  that  all  of  the  Sunday-schools  in  the 
county,  except  two,  were  represented  in  the  county  or  one  of  the  district 
conventions  during  the  year.  The  organized  districts  hold  from  one  to 
four  conventions  a  year.  Many  of  these  report  every  Sunday-school  repre- 
sented in  one  or  more  of  the  conventions  during  the  year.  About  sixty 
per  cent  of  the  districts  in  the  state  are  organized. 

In  the  last  triennium  our  three  large  cities,  several  of  the  smaller  ones,  a 
number  of  towns  and  some  country  places  have  made  a  house  to  house 
canvass.  The  Sunday-schools  that  carefully  followed  up  the  work  of  the 
canvass  secured  fine  results.  Those  that  neglected  to  do  this  got  but  little 
benefit  from  it. 

The  Home  Department  is  being  worked  successfully  in  city,  town  and 
country  schools.  There  has  been  marked  development  of  the  primary  work 
The  teachers'  associations  are  important  factors  in  improving  the  work  in 
some  of  the  towns  and  cities.  The  Sunday-school  revival,  where  carefully 
planned  and  guarded,  has  been  a  helpful  method  for  increasing  the  attend- 
ance of  the  schools  adopting  it.  Emphasis  should  be  laid  upon  the  necessity 
for  guarding  against  the  dangers  incident  to  this  plan. 

Oflficial  Visiting  Day  has  been  adopted  by  some  of  our  district  associations. 


SO  4 


The  Constituency  505 

ALASKA 

No  Territorial  Organization 

International  Committeeman,  Rev.  Sheldon  Jackson,  D.D.,  LL.D., 
Washington,  D.  C. 

The  first  church  to  commence  work  in  Alaska  was  the  Russian  Orthodox 
Church,  in  August,  1794,  at  Kadiak.  During  the  nineteenth  century  this 
church  established  congregations  and  built  chapels  in  every  Aleut  settlement 
from  Sitka  to  the  western  limit  of  the  Aleutian  Islands  but  did  not  have  any 
Sunday-schools. 

The  first  missionaries  to  enter  Alaska  after  the  transfer  of  the  country  to 
the  United  States,  and  establish  both  missions  and  Sunday-schools,  were 
Rev.  Sheldon  Jackson  and  Mrs.  Amanda  R.  McFarland,  at  Wrangell, 
August  10,  1877. 

The  success  of  Presbyterian  Missions  in  Southeastern  Alaska  awakened 
an  interest  among  other  denominations,  and  in  the  order  named  missions  and 
Sunday-schools  were  established  by  the  Presbyterians  (1877),  Roman 
Catholics  (1S78),  Moravian  (1S84),  Episcopalians  (1S86),  Baptists  (1886). 
Methodists  (1886),  Swedish  Evangelical  Union  (1S87),  Friends  (1887), 
Congregationa lists  (1890),  and  Norwegian  Evangelical  Lutheran  (1900). 

Wherever  the  churches  opened  mission  stations,  they  opened  Sunday- 
schools  as  important  adjuncts  to  their  work.  With  the  opening  of  Protest- 
ant Sunday-schools,  similar  schools  were  opened  at  the  missions  .of  the 
Roman  Catholic  Church,  and  also  at  the  more  prominent  stations  of  the 
Russian  Orthodox  Church. 

In  1885  the  United  States  Bureau  of  Education  commenced  the  establish- 
ment of  public  schools  in  Alaska.  Wherever  a  public  school  existed  in  a 
village  that  had  no  mission,  and  the  teacher  of  the  school  was  a  Christian 
(as  many  of  them  are),  the  teacher  established  and  maintained  an  unde- 
nominational Sunday-school. 

As  a  rule  there  is  but  one  Sunday-school  in  a  community,  and  some  of  these 
are  one  hundred  miles  from  the  nearest  school,  with  a  wilderness  between. 
The  isolation  of  the  Sunday-schools  in  Alaska  has  so  far  prevented  any 
organization  but  with  the  development  of  its  resources  and  the  incoming 
of  a  larger  population,  the  time  will  come  for  the  establishment  of  Sunday- 
school  Associations. 


ALBERTA 

No  Provincial  Organization 

International  Committeeman Rev.  Prin.  A.  O.  McRae,  Calgary. 

International  Vice-President J-  F-  Fowler,  Wetaskiwin. 


ARIZONA 

International  Committeeman     . 
International  Vice-President 
President  Territorial  Association 
Chairman  Executive  Committee 
Secretary 


Walter  Hill,  Prescott. 
OsTORA  Gibson,  Tombstone. 
Walter  Hill,  Prescott. 
Walter  Hill,  Prescott. 
Fr^nk  C.  Reid,  Flagstaff. 


k 


5o6       Denominational  Relations  and  Constituency 

William  Reynolds,  of  Illinois,  organized  the  Arizona  Association 
March  31,  1890,  at  Phoenix.  Rev.  F.  D.  Rickerson  was  the  first  president 
and  M.  W.  Messinger,  secretary  and  treasurer. 

In  February,  1894,  a  two  days'  convention  was  held  in  Phoenix,  with  Mr. 
Reynolds  present.  No  convention  was  held  in  1895,  but  the  following  year 
a  three  days'  convention  was  held  at  Flagstaff;  and  thereafter  annual  con- 
ventions were  held  until  1900,  when  a  break  was  made  until  the  following 
spring  to  permit  the  presence  of  the  International  Sunday-school  party. 
Conventions  were  held  in  1902  and  190s,  since  which  time  no  convention  of 
the  territorial  association  has  been  held. 

The  records  are  incomplete,  the  unexpected  and  untimely  death  of 
Mr.  Messinger,  the  faithful  and  beloved  secretary  from  the  time  of  organiza- 
tion until  his  decease,  having  left  us  without  knowledge  concerning  some  of 
the  books  and  papers.  Search  has  been  made  for  them,  but  they  have  not 
been  found. 

Organized  work  in  Arizona  has  thus  far  done  but  little,  but  we  hope  for 
better  things.  Phoenix  and  Maricopa  county  were  for  a  long  time  our  only 
organized  town  and  county,  but  we  now  have  two  additional  counties 
organized,  Yavapai  and  Cochise. 

ARKANSAS 

International  Committeeman     .    .    .  Gen.  B.  W.  Green,  Little  Rock. 

International  Vice-President       ...  J.  R.  Gregson,  Jonesboro. 

President  State  Association    .    .    .    .  S.  Q.  Sevier,  Camden. 

Chairman  Executive  Committee    .    .  Gen.  B.  W.  Green,  Little  Rock. 

General  Secretary Rev.  W.  Fred  Long,  Little  Rock. 

Home  Department  Secretary      .    .    .  Rev.  J.  D.  Hammons,  Little  Rock. 

Teacher-Training  Secretary    ....  Mrs.  L.  L.  Whitney,  Little  Rock. 

Primary  Secretary Miss  Minnie  Allen,  Pine  Bluff. 

Temperance  Secretary Mrs.  Lula  A.  Markwell,  Little  Rock. 

Next  State  Convention Jonesboro,  June,   1906. 


The  Arkansas  Sun- 
day-school Association 
was  organized  in  1878. 
At  the  first  state  con- 
vention in  1881  only 
three  counties  were 
represented. 

There  was  no  defi- 
nite work  undertaken 
until  1889  when  Wil- 
liam Reynolds  of  Illi- 
nois, made  a  visit  to 
Arkansas  in  the  inter- 
est of  the  International 
work,  and  succeeded  in 
perfecting  an  organiza- 
tion. Annual  meetings  have  been  held  regularly  since  1896.  The 
convention  of  1901  was  visited  by  International  workers  in  their  trans- 
continental tour.     The  sum  of  $600  was  secured  for  the  salary  of  a  field 


S.  Q.  Sevier 


Rev.  W.  F.  Long 


The  Constituency  507 

secretary  for  the  following  year,  and  Rev.  G.  A.  Henderson  was  appointed 
to  that  work.  Sixteen  organized  counties  were  represented  at  that 
convention. 

One  year  later  Rev.  W.  Fred  Long  was  employed  for  a  year,  though  the 
association  had  only  a  subscription  of  less  than  S400  to  offer  him  as  a  salary. 
He  accepted  the  place  with  the  understanding  that  if  the  salary  could  not  be 
raised  there  should  be  no  debt  created.  He  has  been  elected  every  year 
since  and  is  now  the  general  field  secretary  of  the  association,  giving  his 
whole  time  to  the  work.  There  are  forty-three  counties  organized  with 
thirty-two  yet  to  be  organized  before  we  can  claim  the  state  fully  at  work. 

During  the  year  1905  there  was  organized  in  connection  with  the  associa- 
tiin  the  Seventh  International  Summer  Teachers'  Training  School.  The 
Arkansas  Stinday-school  Herald,  owned  by  the  association,  is  a  prosperous 
journal,  in  its  third  year. 


BRITISH  COLUMBIA 

International  Committeeman     .    .    .    Noah  Sh.\kespeare,  Victoria. 
International  Vice-President       .    .    .    Capt.  Geo.  Telford,  Vancouver. 
President  Provincial  Association    .    .    Noah  Shakespeare,  Victoria. 

The  British  Columbia  Association  was  suggested  on  May  i,  1900,  by 
Rev.  W.  C.  Merritt,  Superintendent  of  Sunday-school  work  for  the'  State 
of  Washington.  May  19,  a  meeting  of  the  Sunday-school  superintendents 
of  Victoria  was  held,  at  which  it  was  decided  to  organize  a  branch  of  the 
International  Sunday-school  Association.  On  July  1 1 ,  a  meeting  of  Sunday- 
school  workers  was  called,  and  with  the  presence  and  co-operation  of  the  Gen- 
eral Secretary  of  the  International  Association,  it  was  decided  to  organize 
the  Province  of  British  Columbia.  Following  this,  the  Victoria  district 
was  organized,  and  the  first  Provincial  Convention  held  in  Victoria  on 
November  27,  1900.  On  May  20,  1901,  the  second  district,  Vancouver, 
and  the  lower  mainland,  was  organized.  The  second  Provincial  Convention 
was  held  in  Victoria,  September  19,  1901.  The  third  convention  was  hel  1 
at  Nanaimo,  December  3,  1902  The  fourth  convention  was  held  in  Van- 
couver, November  26,  1903.  The  fifth  convention  was  held  in  Victoria, 
October  28,  1904.  Mr.  Noah  Shakespeare  is  President  of  the  Provincial 
Association  and  chairman  of  the  conventions  for  five  years,  and  to  his  ener- 
gies and  devotion  is  due,  to  a  very  large  degree,  the  success  of  the  work  in 
the  Canadian  Northwest. 

British  Columbia  covers  many  thousands  of  miles  in  extent,  and  it  is 
impossible  to  do  more  than  organize  the  chief  centers  of  Victoria,  Vancou- 
ver and  Nanaimo.  The  work  already  done  has  brought  good  results  in 
harmonizing  the  denominations,  and  in  increased  ability  for  intelligent 
Sunday-school  work. 

Our  plans  for  the  immediate  future  are  to  strengthen  the  districts,  already 
organized,  and  as  soon  as  possible  to  organize  in  the  Kootenay  and  other 
districts. 


5o8       Denominational  Relations  and  Constituency 

CALIFOROTA  (NORTH) 

International  Committeeman     .    .    .    C.  M.  Campbell,  Sacramento. 
International  Vice-President       .    .    .    Silas  W.  Mack,  Monterey. 
President  State  Association    .    .    .    .CM.  Hill,  D.D.,  Berkley. 
Chairman  Executive  Committee    .    .    Rev.  H.  H.  Bell,  D.D.,  San  Francisco. 

General  Secretary C.  R.  Fisher,  San  Franrisco. 

Primary  Department Miss  S.\die  Eastwood,  San  Francisco. 

Home  Department Rev.  S.  C.  P.\tterson',  San  Francisco. 

Teacher-Training  Department    .    .    .    I.  X.  Halliday,  Oakland. 
Temperance  Department        ....   Rev.  Geo.  McCormick,  Salinas. 
Last  Convention Stockton,  April  12-14,  1905. 


Hill,  D.D. 


Out  of  4S  counties 
in  our  territory,  33  are 
organized,  and  have 
district  associations. 
Some  of  the  remaining 
counties  are  "  unor- 
ganizable." 

The  association  has  a 
full  set  of  officers,  in- 
cluding Primary  and 
Junior,  Teacher-train- 
ing, Home  and  Tem- 
perance Department 
Superintendents. 

During  the  past  year 

headquarters       have 

an   assistant   secretary  placed   in  the   office,  who  is 

Our  work  has  been  centralized  and 


C.  R.  Fisher 


been   established,  and 

capable  of  doing  field  work  as   well 

greatly  strengthened. 

For  the  first  time  in  several  years  we  can  report  that,  practically  speaking. 
we  are  out  of  debt.  The  expenses  of  our  association  amount  to  about  $5,000 
per  year.  This  amount  is  raised  by  pledges  and  free-will  offerings  from 
schools  and  individuals. 

We  have  an  official  organ.  The  California  Sunday-school  Register,  a  six- 
teen page  paper,  edited  by  the  general  secretary. 


CALIFORNIA   (SOUTH) 


International  Committeeman  .    .    . 
International  Vice-President     .    .    . 

President  State  Association .... 
Chairman  Executive  Committee 

General  Secretary 

Primary  Department  Supt 

Home  Department  Supt 

Teacher-Training  Department  Supt, 
Temperance  Department  Supt.    .     . 


Gail  Bordex,  Los  Angeles. 

Rev.    Hugh   K.   Walker,   D.D.,   L<.s 

Angeles. 
W.  C.  Weld,  Riverside. 
T.  S.  ToMPKixs,  Pasadena. 
Hugh  C.  Gibsox,  Los  Angeles. 
Mrs.  C.  A.  Baskerville,  Los  Angeles. 
Mrs.  A.  J.  Bartlett,  Los  Angeles. 
Mrs.  Stella  B.  Irvine,  Riverside. 
Mrs.  Geo.  W.  Dugger,  Pasadena. 


The  Constiitiency 


509 


W.  C.  Weld 


T.  S.  Tompkins 


Hugh  C.  Gibson 


The  organization  of  a  Sunday-school  t.ssociation  to  comprise  the  nine 
si)uthem  counties  of  California  was  made  necessary  by  reason  of  the  distance 
from  San  Francisco  and  was  made  highly  expedient  by  reason  of  the  homo- 
geneous character  of  the  people  of  this  section.  The  organization  was  per- 
fected in  November,  1891,  and  the  first  annual  convention  of  the  associa- 
tion was  held  in  March,  1892.  From  that  time  until  October,  1904,  the 
work  was  conducted  by  local  workers.  Hugh  C.  Gibson  was  called  from 
Illinois  in  October,  1902,  to  tmdertake  the  work  as  general  secretary. 
The  work,  therefore,  of  the  Southern  California  State  Sunday-school  Associa- 
tion is  really  at  the  very  beiginning  of  its  wider  usefulness  and  general 
effectiveness.  The  Association  now  comprises  379  schools,  65,650  scholars, 
5,405  teachers  and  loi  Home  Departments.  Eight  counties  are  fairly  well 
organized. 

The  plans  include  the  organization  of  each  county  for  local  work  through 
conventions  and  institutes  in  association  with  the  great  annual  State  Con- 
vention, and  a  tour  to  reach  especially  the  weakest  parts  of  the  state  by  a 
company  of  the  best  Sunday-school  workers  to  be  secured.  Our  chief  prob- 
lem is  to  bring  about  the  hearty  cooperation  and  unanimity  of  all  the 
denominations.  No  effort  will  be  spared  to  bring  the  state  work  of  Southern 
California  to  the  point  of  its  highest  efficiency  and  worthy  of  the  great 
sisterhood  of  the  International  Association. 


COLORADO 

International  Committeeman S.  H.  Atwater,  Canon  City. 

International  Vice-President       J.  W.  Jackson,  Denver. 

President  State  Association S.  H.  Atwater,  Canon  City. 

Chairman  Executive  Committee S.  H.  Atwater,  Canon  City. 

General  Secretary Rev.  John'  C.  Carman,  Denver. 

Home  Department J-  D-  Warner.  Denver. 

Teacher-Training  Department Mrs.  Jean  F.  Webb,  Denver. 

Primar>-  Department Mrs.  J.  A.  Walker,  Denver. 

Messenger  Department Rev.  John  C.  Car.man,  Denver. 

Men's  Department James  E.  Work,  Fort  Morgan. 

Next  State  Convention Denver,  June  i  2-14.  1906. 


5IO       Denominational  Relations  and  Constituency 


The  Colorado  State  Sunday-School  Association 
vas  organized  ia  Golden  twenty-five  years  ago. 
The  first  secretarv'  was  Joseph  Clark,  now  general 
secretary  of  Ohio. 

The  faith  and  foresight  of  those  early  leaders 
have  been  nobly  seconded  by  other  leaders  of 
skill  and  notable  consecration. 

At  present  25  county  associations  minister  to 
>-7  per  cent  of  the  Sunday-schools  of  the  state. 
The  state  organization  reaches  practically  all  the 
others. 

Fourteen  of  these  county  associations  have 
attained  to  tjie  front  line  position,  the  highest 
standard  of  excellence  in  America.  Fourteen  are 
banner  counties  and  five  are  star  counties. 

Many  of  the  schools  are  introducing  graded 
organization  and  are  securing  graded  original  written  preparation  of 
the    International  and    of  supplemental  lessons. 

State  and  county  superintendents  are  pressing  upon  the  attention  of 
Sunday-school  officers  and  teachers,  by  means  of  literature,  letters,  personal 
visiting,  conventions,  institutes,  summer  schools,  the  most  approved  prin- 
ciples and  methods  of  organization,  teaching,  training.  Cradle  Roll  and 
Priman'  Work,  Home  Department,  Men's  Department,  Messenger  Depart- 
ment, Decision  Day  and  House-to-House  Visitation  Work. 

Hopes  for  the  immediate  future  are:  Some  new  county  organizations, 
more  perfect  city  organizations,  many  more  front-line  Sunday-schools,  and 
a  second  employed  State  Field  Worker. 


Rev.  J.  C.  Carman 


CUBA 

No  Organization 
International  Committeeman Rev.  P.  Rioseco,  Havana. 

Sunday-school  work  in  Cuba  really  began  with  the  American  occupation 
of  the  island  in  1899.  Prior  to  this.  Protestantism  had  been  scarcely 
tolerated  in  Cuba  and  only  three  of  the  larger  denominations  of  Evangelical 
Christians  had  undertaken  to  establish  their  missions,  — the  Episcopalians, 
the  Baptists  and  the  Methodists.  Their  coming  to  Cuba  was  in  the  order 
named . 

Mr.  Rioseco  says:  "  Since  the  occupation  of  the  island  by  the  Americans, 
the  door  has  been  wide  open  for  missionary  effort  and  it  is  really  an  inviting 
field.  Each  year  sees  a  decided  advance,  and  judging  from  reports,  Cuba 
as  a  field  for  missionary  enterprise  is  one  of  the  most  promising,  especially 
when  considered  from  the  point  of  view  of  the  Sunday-school.  It  was  my 
privilege  and  honor  to  be  appointed  the  first  Sabbath-school  missionarj'  of 
the  Presbyterian  Church  for  Cuba,  and  I  have  been  on  the  island  for  nearly 
seven  years,  organizing  schools  and  working  among  the  children  and  young 
people.  My  work  has  been  confined  principally  to  the  city  of  Havana,  but 
I  have  had  the  opportunity  of  visiting  all  the  important  towns  in  the  western 
half  of  the  island  and  have  everywhere  noted  the  easy  access  one  has  to  the 
children.  The  parents,  though  reared  in  an  atmosphere  impregnated  with 
the  dogmas  and  superstitions  of  the  Roman  Chtirch,  are  j)erfectly  willing 


The  Constituency  511 

to  have  their  children  attend  the  Sunday-schools,  and  it  is  not  difficult  to 
gather  half  a  hundred  children  at  any  of  our  mission  stations.  The  ob- 
stacle that  most  retards  the  growth  and  development  of  the  Sunday-school 
in  Cuba  is  the  lack  of  capable  teachers.  No  organized  attempt  has  been 
made  to  impress  upon  the  more  intelligent  converts  the  great  privilege  a 
Christian  has  in  being  able  to  instruct  the  children  and  inculcate  the  truths 
of  the  gospel  in  them.  It  would  be  an  excellent  thing  for  a  committee  of  the 
International  Sunday-school  Associalion  to  visit  Cuba  this  coming  winter, 
and  arouse  the  missionaries  to  the  vital  importance  of  having  a  better  and 
a  more  thoroughly  equipped  Sunday-school.  We  are  to  hold  a  national 
conference  of  the  Young  People's  Societies  and  Sunday-schools  of  Cuba  in 
the  city  of  Matanzas  in  February,   1906." 


CONNECTICUT 

International  Committeeman S.  H.  Willi.\ms,  Glastonbury. 

International  Vice-President      Sew.\rd  V.  Coffin,  Middletown. 

President  State  Association S.  H.  Williams,  Glastonbury. 

Chairman  Executive  Committee    .    .    .    .  S.  H.  Williams,  Glastonbury. 

General  Secretary        Rev.     Elliott     F.    Talmadge, 

Wauregan. 

Next  State  Convention Hartford,  Nov.  7-10,  1905. 

The  Connecticut  Sunday-School  Union  held  its 
first  annual  meeting.  May  5,  1S25,  in  Hartford. 
The  first  "  State  Convention  of  Connecticut 
Sabbath-School  Teachers  assembled  in  Hart- 
ford in  the  Pearl  Street  Congregational  Church, 
Tuesday,  April  28,  1857."  Since  that  date  the 
State  association  has  existed  in  about  its  present 
form.  From  1857  until  1869  Henry  Clay  Trum- 
bull was  its  most  energetic,  consecrated  and 
efficient  secretary.  His  work  in  discovering  and 
revealing  the  needs  in  "  outlying  districts,"  in 
organizing  and  maintaining  Sunday-schools, 
can  hardly  be  overestimated.  The  successors  of 
Dr.  Trumbull  have  been  as  follows:  W.  I. 
Fletcher,  John  D.  Wattles,  Leonard  W.   Parrish,  r    r    -r 

George  H.  Wattles,  Clarence   B.  Willis.  William 
H.    Hall,    George     S.    Deming,    and,    since     1903,     Elliott     F.   Talmadge. 

For  many  years  much  attention  was  given  to  missionary  effort  and  to 
the  planting  of  new  schools;  but  since  the  entrance  of  so  many  other  forces 
into  the  field  of  direct  evangelistic  effort  the  Association  has  thrown  the 
emphasis  upon  the  "  fostering  of  Sunday-school  efficiency  and  interest." 

The  management  of  the  association  is  in  the  hands  of  a  board  of  directors, 
composed  of  the  officers  (president,  vice-president,  secretary,  treasurer  and 
auditor)  and  three  members  from  each  of  the  eight  counties  of  the  state. 
Members  of  this  board  are  elected  at  the  State  Convention  which  is  held 
biennially.  This  board  meets  semi-annually,  but  appoints  from  its  own 
number  an  executive  committee  of  five,  which  meets  monthly  and  has  the 
immediate  supers-ision  of  all  work. 


512        Deiwminatio'nal  Rdatio)is  and  Coiisiitiicncy 

DELAWARE 

International  Committeeman   .     .    .  C.  H,  Cantweli.,  Wilmington. 

International  Vice-President    .    .    .  S.  H.  Banyard,  Wilmington. 

President  of  State  Association  .    .    .  C.  H.  Cantwell,  Wilmington. 

Chairman  Executive  Committee  .    .  W.\lter  O.  Hoffecker,  Smyrna. 

General  Secretary Miss  Maggie  Wilson,  Seaford. 

Home  Department  Secretary    .    .    .  Rev.  J.  E.  Franklin,  Wilmington. 

Teacher-Training  Secretary  ....  Mrs.  Lottie  T.  Brockson,  Townsend. 

Primary  Secretary Miss  Florence  Burke,  Magnolia. 

Next  State  Convention Middletown,  April,  1906. 


We  were  unable, 
after  strenuous 
effort,  to  obtain 
a  picture  of  Mr. 
Hoffecker. —  Ed. 


The  Delaware  State 
Sunday-School  Associ- 
ation was  organized 
April  II,  1S8S,  and 
the  State  Convention 
has  been  held  each 
successive  year. 

Every  county  is  or- 
ganized ,  and  every 
hundred  (township) 
save  three,  and  the 
strength  of  this  or- 
ganization is  shown 
in  the  fact  that  last 
year  a  statistical  re- 
port      was       obtained 

—  a  splendid  indication  of  work. 
We  have  but  three  counties.  One  has  reached  the  "  Banner  "  mark, 
another  will  have  reached  it  before  1905  closes,  and  the  third  is  nearing  it. 
Our  conventions  are  well  attended,  and  are  fruit-bearing.  Last  year  a  gain 
of  100  per  cent  in  the  number  of  conventions  was  made.  For  the  coming 
year  we  are  planning  to  strengthen  and  render  more  effective  our  Hundred 
Association  work  and  to  push  vigorously  Teacher  Training,  Home  Depart- 
ment, Primary  and  I.  B.  R.  A.  w'ork. 

For  an  increased  interest  in  Sunday-school  work,  for  the  splendid  increase 
in  Sunday-school  enrollment,  for  the  large  number  of  scholars  won  for  Christ 
and  the  church  in  the  year  that  is  past,  we  render  hearty  praise  and  thanks- 
giving unto  our  Heavenly  Father,  and  hopefully,  trustfully,  joyfully,  take 
up  the  work  before  us. 


W.  O.  Hoffecker 
from    every    school    in  the  state. 


Miss  M.  Wilson 


DISTRICT  OF  COLUMBLA 

International  Committeeman   ....  W.  W.  Millan,  Washington. 

International  Vice-President    ....  W.  S.  Shellenberger,  Washington, 

President  Association W.  W.  Mill.^n,  Washington. 

Chairman  Executive  Committee      .    .  W.  W.  Millan,  Washington. 

Field  Worker  .   , J.  H.  Lichliter,  Washington. 

President  Primary  Union Mrs.  A.my  May  Gray,  Washington. 

President  Home  Department  Union   .  Mrs.  M.  M.  Mitchell,  Washington. 

Next  Convention Oct.  30,  Nov.  i,  1905. 


The  Constituency 


513 


A  Sunday-school  Union  was  organized  in  the 
District  of  Columbia  at  a  meeting  of  superintend- 
ents and  others  interested  in  Sunday-school  work, 
held  October  1 1,  18S0,  in  the  chapel  of  the  Young 
Men's  Christian  Association.  Prior  to  this  for  a 
number  of  years,  certainly  as  far  back  as  1875, 
there  had  existed  a  Superintendents'  Union, 
which  held  meetings  more  or  less  regularly. 

For  a  number  of  years  the  new  Union  held 
monthly  meetings.  In  1 8S8  the  organization  was 
modified,  and  the  management  of  affairs  en- 
trusted to  a  "  Council  "  composed  of  the  super- 
intendents of  all  the  schools  in  the  Union.  This 
council  met  monthly.  In  1894  the  first  of  the 
present  series  of  annual  conventions  was  held, 
and  the  organization  changed  to  its  present  form, 
the  management  being  intrusted  to  an  Executive  Committee  composed  of 
the  five  officers  and  fifteen  others  chosen  by  the  convention.  No  changes 
have  been  made  since  1S94,  except  that  the  Executive  Committee  has  been 
increased  to  twenty-five  including  the  officers,  and  the  name  changed 
to  "  The  Sunday-school  Association  of  the  District  of  Columbia." 

A  convention  has  been  held  each  year  since  1894.  Under  the  old  Super- 
intendents' Union  and  the  Sunday-school  Union  of  the  District  of  Columbia 
numerous  notable  institutes  were  held,  and  the  district  was  visited  by  many 
prominent  workers. 

The  work  is  well  organized  and  in  good  condition.  We  look  to  the  future 
with  hope.  Sunday-school  enrollment  is  increasing;  methods  are  improv- 
ing; interest  is  strong. 


S.  Shellenberger 


FLORIDA 

International  Committeeman H.  C.  Groves,  Ocala. 

International  Vice-President J.  P.  Hilburn,  Ocala. 

President  of  State  Association      ....    W.  J.  Carpenter,  Tampa. 

Chairman  Executive  Committee      .    .    .    H.  C.  Groves,  Ocala. 

Primary  Secretary Mrs.  W.  \.  Coats,  St.  Petersburg. 


We  were  unable, 
after  strenuous 
■  effort,  to  obtain 
a  picture  of  Mr. 
Carjienter. — Eu. 


W.  J.  Carpenter 


At  the  last  session  of  the  Florida  Convention 
at  Tallahassee,  steps  were  taken  looking  to  the 
securing  of  a  state  worker.  Denominational 
district  conventions  held  by  Baptists  and  Metho- 
dists have  considerably  encouraged  attendance 
upon  the  Sunday-schools.  There  seems  to  be 
a  great  opportunity  and  need  in  Florida  for 
general  and  progressive  work. 

The  latest  statistics  from  Florida,  1898,  gave  a 
total  enrollment  of  107,449  in  2,400  Sunday- 
schools.  There  were  12,1 19  officers  and  teachers 
engaged  in  leadership  and  instruction.  An  ap- 
preciation of  the  importance  of  organized  inter- 
denominational work  would  be  a  great  stimulus 
toward  practical  results. 


514       Denominational  Relations  and  Constituency 


GEORGIA 


International  Committeeman   . 
International  Vice-President    . 
President  State  Association 
Chairman  Executive  Committee 
Primary  Department     .... 

Home  Department 

Teacher-Training  Department 


Frank  L.  Mallary,  Macon. 

Manx  Hood,  Savannah. 

George  Haixs,  Augusta. 

George  Haiks,  Augusta. 

Mrs.  E.  S.  Chiplev,  Edgewood. 

J.  H.  Miller,  Madison. 

Rev.  C.  O'Xeal  Martindale,  Newnan. 


DuRiNT-  the  years  1898-1901  interest  in  the 
work  of  the  state  organization  was  at  a  low 
ebb,  but  in  1002  matters  began  to  mend  and 
some  beginnings  were  made  of  re -organization. 
The  thirtieth  annual  convention  at  Madison  in 
1903  was  marked  by  the  securing  of  pledges  to 
the  amount  of  one  thousand  dollars,  and  for 
six  months  of  the  year  following  a  field  worker 
was  employed  who,  in  that  time,  organized 
thirty-five  counties.  The  convention  of  1904, 
at  Macon,  was  an  enthusiastic  one  and  has  given 
much  impetus  to  the  work  through  the  state. 

During  the  months  of  April  and  May,  1905, 
conventions  were  held  in  nine  of  the  fifteen 
districts  of  the  state  and  a  considerable  num- 
ber of  equally  successful  county  conventions, 
and  the  work  of  organizing  the  counties  has  progressed  finely.  It  is  de- 
sired to  greatly  increase  the  number  of  district  conventions,  but  the  field 
is  too  large  for  one  man,  and  an  additional  worker  is  needed  to  realize 
oiir  plans. 


George  Hains 


IDAHO 

International  Committeeman Rev.  W.  H.  Bowler,  Shoshone. 

International  Vice-President Prof.  Freehaver,  Council. 

President  State  Association      Rev.  W.  H.  Bowler,  Shoshone. 

Chairman  Executive  Committee       ....  Rev.  W.  H.  Bowler,  Shoshone. 

Superintendent  Primary  Department      .    .  Mrs.  A.  J.  Si.mmoxs,  Boise. 

Superintendent  Normal  Department  .    .    .  Rev.  H.  A.  Lee,  Weiser. 


The  Idaho  Association  was  organized  in  1S96  at  Boise,  with  H.  E.  Xeal 
as  president  and  E.  C.  Cook,  secretary.  These  officials  served  six  ye^rs. 
For  three  years  the  association  published  a  state  paper.  Lack  of  financial 
support  caused  the  suspension  of  the  paper  as  well  as  the  practical  cessa- 
tion of  vigorous  work.  The  prospects  seem  bright  for  some  good  work  in 
the   near  future. 

Three  delegates  went  from  Idaho  to  the  Toronto  convention,  and  we 
hope  Idaho  will  have  considerable  benefit  from  the  eflforts  of  the  field  worker 
in  the  northwest. 


Tlie  Cofistit-iiency 


515 


IOWA 

International  Committeeman J.  F.  Hardin,  Eldora. 

International  Vice-President \Vm.  Tackaberry,  Sioux  City. 

President  of  State  Association     .     .    .    .  A.  F.  X.  Hambleton,  Oskaloosa. 

Chairman  Executive  Committee .    .    .    .  C.  J.  Kephart,  D.D.,  Toledo. 

General  Secretary B.  F.  Mitchell,  Des  Moines. 

Home  Department  Secretary Mrs.  J.  B.  Short,  Fairfield. 

Teacher-Training  Secretary Rev.  W.m.  Murchie,  Red  Oak. 

Primary  Secretary Miss  Grace  Wood,  Fraser. 

Temperance  Secretary Miss  Len.\  Yeaton,  Knoxville. 

Next  State  Convention Council  Bluffs,  June,  1906. 


A.  T.  X.  Hambi.eton  C.   J.   Kephakt.  D.D.  P..  F.  Mitchell 


Im  1835  the  first  Sunday-school  was  organized  at  Burlington.  In  1S65 
the  first  county  conventions  were  held.  A  small  company  of  workers 
assembled  at  Clinton,  September  20,  1865,  some  driving  over  two  hundred 
miles,  and  organized  the  State  Association.  Ten  men  were  appointed  to 
visit  other  State  Associations  and  study  their  methods  of  work.  Years 
of  light  and  shadow  followed,  yet  annual  conventions  were  held. 

At  present  all  the  ninety-nine  counties  are  organized  and  over  60  percent 
of  the  townships.  There  are  twenty-four  districts  represented  by  a  member 
on  the  State  Executive  Board;  four  salaried  workers;  association  head- 
quarters maintained;  six  departments  of  work  with  secretaries  of  each; 
standards  for  Banner  counties  and  townships  used ;  the  apportionment  plan 
is  used  for  finances,  and  this  year,  the  first  in  many,  found  all  bills  paid. 
Statistics  are  gathered  by  county  and  township  officers;  twenty-fi%'e  forms 
of  printed  leaflets  are  furnished ;  four  general  canvasses  of  the  state  have 
been  made  and  four  annual  Decision  Days  observed. 

The  purpose  and  plan  of  work  are  becoming  better  understood  and  the 
spirit  of  cooperation  is  deepening.  God  has  greatly  blessed  the  work  to 
the  increase  of  the  efficiency  and  membership  of  our  schools.  For  this 
year  "  forward  "  along  all  lines.  Tours  are  planned  for  conventions  and 
institutes  and  Teacher-Training  School  next  summer. 


5i6       Denominational  Relations  and  Constituency 

ILLINOIS 

International  Committeeman A.  H.  Mills,  Decatur. 

International  Vi'-e-President W.  B.  Rundle,  Clinton. 

President  State  Association      Hekry  Moser,  Sheridan. 

Chairman  Executive  Committee A.  H.  Mills,  Decatur. 

General  Secretary W.  B.  J.\cobs,  Chicago. 

Home  Department  Secretary C.  E.  Schenck,  Paris. 

Teacher-Training  Secretary       Mrs.  A.  E.  Northrop,  Wheaton, 

Temperance Mrs.  M.  P.  Stevexs,  Peoria. 

Primary Mrs.  H.  L.  Hill,  Chicago. 

Next  Convention Kankakee,  May,  1906. 


The  Illinois  Sunday-School  Association  was 
organized  in  Dixon  in  1859,  since  which  time 
it  has  regularly  met  each  year  in  annual'  con- 
vention. Its  founders  were  men  whose  names 
have  since  been  associated  with  every  advance 
movement  for  better  Bible  study  and  improved 
Sunday-school  methods.  The  object  of  the  as- 
sociation is  two-fold.  I.  Missionary,  or  "  in- 
gathering," and  (2)  Educational,  or  "  upbuild- 
ing." The  aim  is  to  reach  every  person  in 
every  part  of  the  state.  The  methods  include, 
the  organization  of  a  Svmday-school  within 
reach  of  every  family  in  the  state;  house-to- 
house  visitation  and  nortnal  institutes.  The 
work  of  the  state  association  is  under  the  direc- 
tion of  an  executive  committee  of  fifteen  mem- 
bers who  meet  three  times  a  year.  The  state  is  divided  into  twenty  dis- 
tricts, each  under  the  charge  of  a  president  who  is  ex-officio  a  vice- 
president  of  the  state  association.  Every  one  of  the  102  counties  has  a 
living  organization,  evidenced  by  the  holding  of  an  annual  convention. 
Six  field  workers  are  employed.  There  are  1,579  townships  and  pre- 
cincts in  the  state,  most  of  which  have  township  organizations,  under 
whose   auspices   more  than  1,670  conventions  were  held  last  year. 

Special  features  of  the  work  in  Illinois  are:  Thoroughness  of  organiza- 
tion; the  visitation  of  each  school  by  the  township  president,  and  efficient 
normal  work  under  the  direction  of  a  competent  superintendent.  The 
work  and  organization  are  of  high  standard.  Illinois  has  nearly  7,900 
Sunday-schools . 


Henry  Moser 


INDIANA 

International  Committeeman   ....  W.  C.  H.\ll,  Indianapolis. 

International  Vice-President    .    .    .    .  E.  J.  Humpe,  Richmond. 

President  State  Association      ....  W.  C.  Hall,  Indianapolis. 

Chairman  Executive  Committee      .    .  W.  C.  H.\ll,  Indianapolis. 

General  Secretary Rev.  E.  W.  H.\lpexn'y,  Indianapolis. 

Elementary  Department Mrs.  E.  W.  H.^lpexny.  Indianapolis. 

Home  Department Mrs.  D.  W.  Thomas,  Elkhart. 

Messenger  Department      Rev.  C.  C.  Bonnell,  N.  Vernon. 

Teacher-Training  Department .    .    .    .  Rev.  E.  W.  H.\lpexxy,  Indianapolis. 


The  Constituency 


517 


The  first  Sunday-school  was  organized  in 
New  Albany  in  1818  by  Rev.  Isaac  Read.  The 
first  county  Sunday-school  organization  was  in 
Daviess  County  at  Washington,  July  s,  1820. 
The  first  attempt  to  organize  the  state  as  an 
association  was  about  1832-33.  This  organ- 
ization was  maintained  for  a  few  years.  A 
second  organization  was  effected  in  October,  1S57, 
when  223  Sunday-schools  reported.  The  present 
organization  was  effected  on  June  i,  1865,  at 
Indianapolis. 

Wm.  H.  Levering,  of  LaFayette,  from  whom 
these  facts  were  obtained,  reported  his  school 
among  the  223  at  the  Oanvention  of  1857.  He  has 
been  identified  officially  with  a  Sunday-school 
and   Sunday-school  work  for  over  seventy  years. 

The  condition  of  Indiana  at  present  is  full  of  hope  and  good  prospect.  Dur- 
ing the  past  year,  on  a  wave  of  conviction,  rather  than  enthusiasm,  it  en- 
rolled 1 ,000  in  the  Teacher-Training  Department.  The  other  departments 
arc  clamoring  for  attention,  and  the  state  is  hastening  to  meet  the  demands. 

All  the  aspects  of  the  work  are  now  classified  into  departments:  (o) 
Finance,  {b)  Elementary  Grades,  (c)  Extension,  (d)  Education  and  {e) 
Evangelism  and  Reform.  Each  department  is  in  charge  of  a  t.ub-committee 
from  the  State  Board  of  Directors,  with  advisory  members  from  the  state. 
The  organization  of  cities  is  one  of  the  thoughts  uppermost  in  the  mind  of 
the  State  Association.  The  interests  of  the  Home  and  Teacher-Training 
Departments  are  being  urged,  and  it  is  the  plan  to  soon  place  a  worker  in 
the  elementary  grades  in  the  field. 


Rev.  E.  W.  Halpenny 


INDIAN  TERRITORY 

International  Committeeman D.  M.  M.\rrs,  Vinita. 


International  Vice-President    .    . 
President  Territorial  Association 
Chairman  Executive  Committee 
Secretary      


Dr.  W.  T.  Jacobs,  Muscogee. 
S.  B.  Dawes,  Muscogee. 
George  J.  McClure,  Coalgate. 
D.  M.  Marrs,  Vinita. 


S.  B.  Dawes 


The  Sunday-School 
Association  of  the  In- 
dian Territory  was  or- 
ganized three  years 
ago.  Rev.    Thomas 

Lane,  Dr.  W.  T. 
Jacobs  and  D.  M. 
Marrs  attended  the 
Denver  Convention  as 
the  first  delegates  from 
the  Indian  Territory  t<j 
the  International  Sun- 
day School  Associa- 
tion. They  retvimed 
so  filled  with  its  spirit 


G.  J.  McClure 


5i8       Denominational  Relations  and  Constituency 

that  they  set  to  work  to  effect  an  organization,  which  they  did  in  Novem- 
ber, 1902.  Twelve  hundred  schools  have  been  reported  to  the  Association, 
and  there  are  many  not  reported.  The  work  lacks  organization  and 
local  workers,  and  needs  help  from  the  international  field  workers.  There 
being  no  organized  counties,  it  is  difficult  to  effect  county  and  township 
conventions,  etc. 

Many  of  the  denominations  fail  to  support  the  international  work  on  the 
ground  that  the  denominational  schools  should  have  first  attention,  which 
often  means  that  no  other  sort  of  work  is  attempted. 

-  Indian  Territory  is  a  new  country  and  everj^thing  is  in  a  state  of  transi- 
,.ion.  Statehood  is  expected  soon  and  many  prefer  to  wait  on  settle! 
government.  Should  Indian  Territory  and  Oklahoma  be  admitted  as  one 
state,  we  expect  to  merge  the  two  Sunday-school  associations.  The  field 
is  a  marvelously  rich  one  and  is  ripe  for  the  har^-est.  There  are  vast  num- 
bers of  children  in  the  Indian  Territory  white,  black  and  red,  who  never 
saw  a  Sunday-school,  and  know  nothing  of  Jesus,  the  Saviour  of  men  and 
women  and  little  children. 

KANSAS 

International  Committeeman Dox  Ki>jnev,  Newton. 

International  Vice-President E.   R.    Burkholder,   McPherson. 

President  State  Association E.    R.   Burkholder,   McPherson. 

Chairman  Executive  Committee       .    .    .    J.^mes  H.  Little,  La  Crosse. 

General  Secretary J.  H.  Exgle.  Abilene. 

Superintendent  Primary  Work  ....  Mrs.  R.  B.  Preuszner,  Lawrence 
Next  Convention Lawrence,  May  1-3,   1906. 


E.    R.    BlRKHOLDEK 


J.  H.  Little 


J.  H.  Encle 


The  Kansas  Sunday-School  Association  was  organized  at  Atchison  in 
1866.  In  May,  1905,  the  fortieth  annual  convention  was  held  at  Hutchin- 
son with  more  than  twelve  hundred  delegates  present,  and  an  eqiial 
number  of  visitors,  from  74  of  the  T05  counties  of  the  state.  All 
counties  have  been  organized.  The  attendance  at  these  state  conventions 
has  varied  from  a  few  hundred,  representing  fewer  than  a  dozen  counties, 
to  1,200  from  ninety-four  counties.  For  five  years  the  policy  has  been  to 
induce  each  county  to  choose  a  delegate-at-large  whose  duty  it  is  to  secure 


The  Constituency 


519 


the  largest  and  most  creditable  delegation  pi^ssible  and  to  go,  at  county 
expense,  at  its  head,  to  the  state  convention. 

For  more  than  twenty  years  paid  secretaries  have  been  employed.  Rev. 
J.  A.  Bright,  Mr.  George  Bourne,  Rev.  A.  P.  George,  Mr.  J.  F.  Drake  and 
Mr.  J.  H.  Engle  have  successively  served  in  this  position,  the  last  named 
being  the  present  general  secretary.  An  office  secretary  has  been  employed 
since   1900. 

An  additional  field  worker  will  be  added  to  the  force  as  soon  as  a  suitable 
person  can  be  found.  Primary  and  teacher-training  superintendents  are 
maintained.  Home  Department  and  temperance  workers  are  about  to  be 
announced.  Mr.  James  H.  Little,  of  La  Crosse,  has  served  for  three  years 
as  chairman  of  the  state  committee. 


KENTUCKY 

International  Committeeman     .    .   John  Stites,  Louis\'ille. 
International  Vice-President       .    .    W.  J.  Thom.\s,  Shelbyville. 
President  State  Association     .    .    .    W.  J.  Brows,  Somerset. 
Chairman  Executive  Committee    .    C.  J.  Meddis.  Louisville. 

General  Secretary Prof.  E.  A.  Fox,  Louisville. 

Home  Department  Secretary      .    .    Dr.  H.  G.  Ogden,  Louisville. 
Teacher-Training  Secretary    .    .    .   Prof.  H.  K.  Taylor,  Beechmont. 

Primary-  Secretary Miss  Xaxnie  Lee  Fravser,  Louis\-ille. 

Next  State  Convention Ashland,  1906. 


J.     I'.K'iWN 


J.  Meddis 


The  State  Association  was  organized  at  Louisville  forty  years  ago,  and 
has  made  steady  progress  along  all  lines  of  its  legitimate  work.  At  pres- 
ent there  are  four  persons  regularly  employed ;  a  state  paper  is  published 
with  four  thousand  individual  subscribers ;  one  hundred  counties  are  organ- 
ized ,  and  thirty-two  are  banner  counties. 

\Miile  due  prominence  is  given  to  all  the  regular  forms  of  work,  several 
features  are  worthy  of  mention.  Banner  counties.  —  Covmty  officers  are 
urged  to  make  their  counties  banner  counties  because  a  county  is  not 
organized  for  effective  work  until  it  reaches  the  banner  standard.  Pastors' 
Sunday-School  Institute.  —  This  was  organized  in  December,  1902,  and  holds 


520        Denominational  Relatio-ns  and  Constituency 

its  fourth  annual  session  January  29-31,  1906.  Its  purpose  is  to  bring  the 
pastors  of  the  state  together  for  conference  on  their  relation  and  duty 
to  the  Sunday-school,  and.  to  indicate  the  best  way  of  preparing  for  these 
duties.     It  is  proving  a  great  blessing  to  the  work. 

House-to-house  visitation.  — ■  Much  prominence  is  given  to  this,  especially 
in  the  country  districts.  Every  house  in  many  counties  is  being  visited 
annually.  A  plan  has  been  adopted  by  which  this  can  be  done  at  an  aver- 
age cost  of  five  dollars  per  county.  It  is  one  of  the  very  best  of  our  plans 
of    work. 

Summer  school.  —  Kentucky  belongs  to  the  fourth  district,  which  is 
doing  a  splendid  work  in  an  annual  summer  school  at  Winona  Lake,  Ind. 


LOUISIANA 

International  Committeeman M.  C.  Bridges,  Norwood. 

International  Vice-President       F.  F.  Morse,  Jennings. 

President  State  Association J.  F.  Christman,  Crowley. 

Chairman  State  Committee H.  C.  Tinney,  New  Orleans. 


Chairman  Tinney 
writes  that  the  outlook 
is  brighter  and  the 
State  Association  is  in 
better  shape  than  for 
some  time  past.  Gen- 
eral Secretary  Kent 
resigned  several 
months  ago,  but  on  ac- 
count of  the  "  yellow 
fever  scare,"  no  one 
has  been  appointed  to 
fill  his  place.  The  work 
has  been  carried  on  by 
the  Executive  Com- 
mittee, and  in  the  near 

future  a  field  secretary  will  be  selected  to  carry  on  the  work  of  agitation  and 

organization.       The  report  made  at  Denver  in  1902  is  still  applicable  in  1905. 

'    Louisiana  is  certainly  going  forward,  in  the  Sunday-school  work,  although 

vast  fields  lie  un tilled,  waiting  for  the  harvest." 


Christman 


H.  C.  Tinney 


MANITOBA 

International  Committeeman  .     .    .    F.  W.  Adams,  Winnipeg. 
International  Vice-President    .    .     .   B.  G.  Grealock,  Bumside. 
President  Provincial  Association      .    M.  E.  Boughton,  Arden. 
Chairman  Executive  Committee  .    .    M.  E.  Boughton,  Arden. 

General  Secretary W.  H.  Irwin,  Winnipeg. 

Home  Department  Secretary    .    .    .    Rev.  Hcnry  Lewis,  Melitar. 
Teacher-Training  Secretary  .    .    .    .    W.  H.  Thomson,  Portage  La  Prairie. 

Primary  Secretary Miss  Helen  Park,  Winnipeg. 

Temperance  Secretary W.  H.  Parr,  Winnipeg. 

-Next  State  Convention Brandon,  1906. 


The  Constituency 


521 


M.  E.  Bour.HTON 


The  Manitoba  Sun- 
day-School Associa- 
tion was  organized 
October  17,  1877,  at 
Winnipeg,  with  the 
late  Rev.  Jas.  Robert- 
son, D.D.,  as  president 
and  the  late  Rev.  E. 
W.  Morrow,  M.A.,  as 
secretary-treasurer. 

In  I  goo  southeastern 
Assiniboia,  and  in  1904 
a  portion  of  western 
Ontario  were  added 
to  the  Manitoba  field. 
In  1892,  Mr.  W.  H. 
Irwin  was  engaged  as  general  superintendent  and  secretary  and  has  given 
his  entire  time  to  the  work.  Headquarters  were  opened  in  Winnipeg  in 
1902. 

Every  county  with  six  or  more  schools  is  organized  with  the  necessary 
officers,  including  secretaries  of  Teacher  Training,  Primary  Home  Depart- 
ment, Temperance  and  I.  B.  R.  A.  work.  Very  rapid  progress  has  been 
made  along  departmental  lines.  An  appropriate  certificate  and  diploma 
for  graded  schools  and  attractive  Temperance  Pledge  cards  and  Honor 
Roll  have  been  issued  by  the  A.ssociation.  The  International  diploma  is 
issued  to  successful  students  in  the  Teacher-Training  course.  The  twenty- 
sixth  convention,  in  1905,  was  the  largest  and  best  in  the  history  of  the 
association.  Our  plans  for  the  future  include  the  appointment  of  a  Field 
Worker,  a  second  and  third  year  Teacher-Training  course,  and  the  erection 
of  a  Sunday-school  building  in  Winnipeg.  Besides  offices  and  meeting 
rooms,  this  will  contain  a  library  and  a  reading-room  where  Sunday-school 
periodicals  will  be  on  file  and  will  be  made  a  bureau  of  information  for 
pastors  and  Sunday-school  workers.  This  building  will  be  the  home  of  the 
Association  and  an  appropriate  monument  to  the  importance  of  the  Sunday- 
school  cause. 


MAINE 

International  Committeeman L.  R.  Cook,  Yarmouthvillc. 

International  Vice-President Rev.  Smith  Baker,  D.D.,  Portland. 

President  State  Association L.  R.  Cook,  Yarmouthvillc. 

Chairman  Executive  Committee    .    .    .  L.  R.  Cook,  Yannouthvillc. 

General  Secretary H.  E.  Lufkin,  Yarmouthville. 

Teacher-Training  Department    .    .    .    .  H.  E.  Lufkin,  Yarmouthville. 

Next  State  Convention Portland,  October  i  i-i  3,  1005. 


The  Maine  Association  was  organized  in  Lewiston,  September,  1869, 
Edward  Eggleston  and  Bishop  Vincent  were  the  speakers.  B.  C.  Jordan 
and  Dr.  Smith  Baker  were  at  that  meeting  and  are  members  of  'the  present 
executive  committee.  A  convention  has  been  held  each  year.  Systematic 
field  work  was  done  by  Alden  Baker  in  1877  for  more  than  half  the 
year,   but  not    until    1890    was    a  man  again   placed  in  the  field.     Since 


522       Denominational  Relations  and  Constituency 


then  a  secretary  has  been  employed  most  of 
the  time,  also  a  primary  worker  from  time  to 
time. 

Maine  has  sixteen  counties,  all  large;  a  scattered 
population  along  a  coastline  of  2,486  miles,  and 
in  rural  coinmunities  with  few  railroads,  and 
difficult  of  access.  The  organization  comprises 
county,  district  and  township  associations,  with 
but  few  of  the  latter.  Statistics  and  finances 
come  through  these  channels,  a  part  of  the  money 
comes  from  individual  subscriptions  over  the 
state.  Each  county  is  partially  organized,  doing 
convention  and  institute  work  each  year,  under 
direction  of  the  general  secretary  who  is  in  the 
field  much  of  the  time.  Organization  and  teacher- 
training  are  being  pushed. 
The  plans  for  the  future  under  the  direction  of  a  faithful  and  generous 
executive  committee  include  continued  and  stronger  effort  along  estab- 
lished lines  of  work,  strengthening  especially  the  institute  feature  and 
promoting  all  forward  movements;  the  employment,  permanently,  of 
an  elementary  field  worker,  and  the  stancjardizing  of  the  work  which  is 
well  on  the  way. 


H.    E.    LUFKIN 


MARYLAND 


International  Committeeman  .  . 
International  Vice-President  .  . 
President  State  Association  .  .  . 
Chairman  Executive  Committee 

State  Superintendent 

Superintendent  Elementary  Work 
Superintendent  Home  Department 
Superintendent  Teacher-Training  . 
Next  Convention       


W.  A.  ToTTLE,  Baltimore. 
Preston  Fiddis,  Baltimore. 
Preston  Fiddis,  Baltimore. 
Rev.  RuFus  W.  Weaver,  Baltimore. 
Rev.  George  H.  Nock,  Baltimore. 
Mrs.  W.  Easox  Williams,  Baltimore. 
Rev.  P.  A.  Heilman,  Baltimore. 
Miss  Minnie  L.  Davis,  Baltimore. 
Baltimore,  October,   1906. 


Preston   Fiddis 


Rev.  R.  W.  Weavei; 


Rev.  G.  H.  Nock 


The  Constituency  523 

The  Maryland  Sunday-School  Union  was  incorporated  by  the  General 
Assembly  of  Maryland,  March  9,  1846,  "  for  the  purpose  of  promoting  the 
Biblical  instruction  of  the  rising  generation  throughout  the  state."  Thus 
as  a  corporate  institution  it  has  entered  its  sixtieth  year.  According  to 
its  constitution  it  op>erated  as-,  a  state  branch  of  the  American  Sunday- 
School  Union.  About  twenty-five  years  ago  it  began  to  work  independ- 
ently of  the  latter  organization,  but  its  constitution  was  not  changed  until 
a  little  over  a  year  ago,  when  it  b«:ame  an  auxiliary  of  the  International 
Sunday-School  Association.  ~-     -^'.  - 

Twenty  years  ago  it  began  the  work  of>county  and  district  organization. 
While,  on  account  of  the  conservatisip  Srf  our  people  and  the  rivalrj-  between 
kindred  denominations,  this  work  has  not  been  as  successful  as  could  be 
desired,  yet  in  recent  years  there  has  been  marked  progress.  Denomina- 
tions are  dwelling  together  in  unity  of  spirit,  and  it  is  now  easy  to  secure 
their  cooperation.  The  greatest  state  convention  in  the  institution's 
history  was  held  a  year  ago,  and  the  whole  state  has  been  thrilled  with  its 
spirit.     All  departments  of  work  received  a  wonderful  impetiis. 

The  affairs  of  the  institution  are  directed  by  a  president,  vice-presidents 
(representing  each  county  and  Baltimore  city),  a  board  of  managers, 
representing  each  of  the  evangelical  denominations,  secretary,  treasurer, 
state  superintendent,  together  with  the  usual  standing  committees  and 
heads  of  departments. 

While  the  institution  has  done  a  great  work  in  the  past  along  missionary 
Unes,  having  organized  873  Sunday-schools  and  spent  multiplied  thousands 
of  dollars  in  needy  sections  of  the  state,  it  was  never  before  in  the  position 
it  now  finds  itself  as  an  organized  factor  in  lifting  the  state  to  a  higher  plane 
of  advanced  Sunday-school  work. 

The  educational  work  of  the  institution  is  being  pushed  with  vigor.  We 
have  a  central  Sunday-school  Worker's  Institute  in  successful  operation, 
from  which  there  will  be  over  a  hundred  graduates.  From  this  is  radiating 
an  influence  that  is  resulting  in  the  organization  of  teacher-training  classes 
in  various  schools  in  the  city  and  counties.  A  lecture  course  in  the  inter- 
est of  teacher-training  was  instituted  last  year,  and  will  be  resumed  this 
fall.  Maryland  is  determined,  by  the  help  of  God,  to  stand  beside  the  best 
organized  states  in  this  country. 


MASSACHUSETTS 

International  Committeeman  .    .    .  W.  N.  Hartshorn,  Boston. 

International  Vice-President    .    .    .  Appleton  P.  Williams,  West  Upton. 

President  State  Association      .    .    .  Appleton  P.  Williams,  West  Upton. 

Chairman  Executive  Committee  .    .  W.  N.  Hartshorn,  Boston. 

General  Secretary Hamilton  S.  Conant,  Boston. 

Educational  Secretary Rev.  John  D.  Pickles,  Ph.D.,  Melrose. 

Elementary-  Secretary Mrs.  L.  E.  Ware,  Worcester. 

Next  State  Convention Salem,  October  ,5-5.  i9°3- 

The  Massachusetts  Association  was  organized  in  Boston,  November  14, 
1880.  Rev.  A.  E.  Dunning,  D.D.,  editor  of  the  Congregationalist,  was  chosen 
president.  W.  N.  Hartshorn  was  made  chairman  of  the  Executive  Com- 
mittee, and  has  served  continuotisly  until  now.     Rev.  George  H.  Clarke  was 


524       Denominational  Relations  and  Constituency 


A.   P.  Williams 


H.  S.  CoNANT  Rev.  J.  D.   Pickles,  Ph.D. 


general  secretary  for  six  months,  from  October,  iSqi.  From  March,  1892, 
to  December,  1900,  Miss  Bertha  F.  Vella  was  primary  secretary.  In  Sep- 
tember,  1892,  Joseph  N.  Dummer  becam.e  general  secretary. 

The  state,  although  containing  only  14  counties  and  8,300  square  miles, 
was  divided  into  50  districts.  A  district  comprises  only  as  many  towns  as 
the  pastors,  superintendents  and  teachers  in  the  towns  can  meet  at  a  con- 
venient center  for  an  annual  district  convention  or  conference.  In  1896 
Hamilton  S.  Conant  became,  and  is  now,  general  secretary.  Miss  Bertha  F. 
Vella  and  Miss  Lucy  Stock  have  served  as  primary  secretaries,  and  Miss  Ada 
R.  Kinsman  as  normal  secretary.  Mrs.  Flora  V.  Stebbins  was  home  depart- 
ment secretary  from  1899  to  1905. 

The  organized  work  is  divided  into  the  following  departments,  each  one 
of  which  is  in  charge  of  a  chairman,  who  is  a  member  of  the  Executive 
Committee:  Elementary  Grades,  Teacher  Training,  Home  Department, 
Rally  and  Decision  Days,  Religious  Census,  Pastors,  PubUcations,  Finance, 
College,  Architecture,  Advanced  Grades.  Contributions  to  the  state  work 
in  1904  amounted  to  nearly  ten  thousand  dollars.  Rev.  John  D.  Pickles, 
Ph.D.,  has  been  employed  as  educational  secretary  and  is  to  enter  upon 
the  work  October  i,  1905. 


MISSISSIPPI 

International  Committeeman D.  E.  Wilson,  Nesbitt. 

International  Vice-President Thos.  McClymont,  Natchez. 

President  State  Association      J.  T.  Buck,  Jackson. 

Chairman  Executive  Committee  ....    J.  C.  Cavett,  Jackson. 

General  Secretary       Rev.  I.  D.  Borders,  Brooksville. 

Home  Department  Supt Wm.  McBride,  Oxford. 

Teacher-Training  Secretary L.  P.  Leavell,  Jackson. 

Priman'  Secretary Miss  H.  Eister,  Natchez. 

Next  State  Convention Koscii'sko,  June,  1905. 


The  state  association  was  organized  at  Jackson  in  1878.  Conventions 
were  held  regularly  until  1885.  After  two  years,  the  association  was  re- 
organized with  the  help  of  B.  F.  Jacobs,  and  "has  held  meetings  annually 


The  ConsUtnency 


525 


J.  T.  Buck 


J.    C.    C.W'ETT 


Rev.  I.  D.  Borders 


since  that  time.  The  interest  has  been  maintained  largely  through  the 
leadership  of  John  T.  Buck,  J.  S.  Rae  and  others. 

The  need  of  organized  Sunday-school  work  may  be  realized  when  it  is 
known  that  out  of  the  230,000  white  children  in  the  state  only  69,000  are 
in  the  Sunday-schools. 

Rev.  Isaac  D.  Borders,  a  young  man  of  consecration  and  fine  education, 
has  been  secured  as  state  secretarj'  to  serve  from  Januarj'  to  June, 
1906,  at  which  time  it  is  hoped  to  make  the  engagement  permanent.  We 
shall  be  able  to  meet  the  expense  of  this  advance  without  any  great  diffi- 
culty. 

There  is  planned  for  the  early  spring  a  general  visitation  of  the  state  under 
the  direction  of  the  secretary,  to  reach  all  the  counties  in  advance  of  the  con- 
vention in  Jime  and  to  secure  representation  from  each  if  possible. 

We  are  confronted  with  many  difficvdties,  prominent  among  which  are 
the  indifference  of  Sunday-school  people  to  interdenominational  work, 
opposition  of  ministers  in  all  denominations.  Another  difficulty  is  our 
lack  of  large  cities  to  ser\-e  as  centers  of  work  and  influence.  The  mem- 
bership of  the  leading  denominations  is  most  largely  in  the  country  where 
Sundav-schools  are  few  and  small. 


MEXICO 


International  Committeeman  .   Rev.  W.  Scott  Williams,  San  Luis  Potosi. 
International  Vice-President     .    Rev.  JoH.v  W.  Butler,  D.D.,  Me.\.ico. 
President  Association    ....   Rev.  Joh.v  W.  Butler,  D.D.,  Mexico. 
Chairman  Executive  Committee,  Rev.  John  W.  Butler,  D.D.,  Mexico. 
General  Field  Secretary     .    .    .   Rev.  Euc.\Rio  M.  Sei.n-,  Puebla. 


SuN-D.\y-scHOOL  workers  of  all  denominations  in  Mexico  met  in  the  city 
of  Mexico,  April  5-9.  1893, and  organized  a  National  Sunday-School  Asso- 
ciation. There  were  sixty-six  delegates  present.  A  second  meeting  was 
held  in  Guadalajara  in  1894.  After  the  third  in  San  Luis  Potosi  in  1895, 
regular  conventions  were  not  held  for  several  years,  and  the  only  oppor- 
tunity offered  for  consultation  and  conference  on  Sunday-school  matters 
was  at   the  National   Christian  Endeavor  Conventions,  and  later,  at  the 


526       Denominational  Relations  and  Constituency 


J.    W.    BlTLEK,    D.D. 


meetings  of  "  The  Con- 
federation of  Christian 
Workers  in  Mexico." 
The  Sunday-school  as- 
sociation formed  an 
integral  part  of  the 
"Confederation,"  and 
at  the  conventions,  a 
day  was  usually  given 
to  Sunday-school  prob- 
lems. 

The  visits  of  Mrs. 
Mary  Foster  Bryner,  in 
1903  and  1904,  gave 
new  impulse  to  the 
work,    and     in     July, 


r 


Rev.  E 


1905,  two  weeks  after  the  Toronto  Convention,  Mrs.  Bryner,  commissioned 
by  the  International  Association,  assisted  in  the  organization  of  the  asso- 
ciation work  upon  a  new  and  more  substantial  basis.  .Twenty-one  of 
the  twenty-seven  states  of  the  republic  were  represented  by  nearly 
four  hundred  delegates.  The  offer  of  the  International  Association  to 
provide  one  thousand  dollars  per  year  for  three  years  toward  the  sup- 
port of  work  was  gratefully  accepted,  and  the  convention  voted  to  make 
special  efforts  to  add  to  this  amount  from  time  to  time. 

Rev.  John  W.  Butler,  Methodist,  of  Mexico  City,  was  elected  president, 
and  Rev.  W.  Scott  Williams,  Presbyterian,  of  San  Luis  Potosi,  was  chosen 
secretary  and  treasurer.  An  executive  committee  of  nine  members,  repre- 
senting the  different  denominations  engaged  in  missionary  work  in  the 
republic,  was  selected,  with  Dr.  Butler  as  chairman.  Rev.  Eucario  M.  Sein, 
a  missionary  of  the  Friends,  was  unanimously  chosen  as  general  field  secre- 
tary and  will  devote  his  entire  time  to  the  work.  He  is  a  native  of  Toluca, 
Mexico,  thirty-five  years  of  age;  speaks  English  and  Spanish  fluently,  and 
is  a  cultured,  consecrated  Christian  gentleman,  greatly  beloved  for  his  work's 
sake.     The  Mexico  Association  has  bright  prospects  for  a  successful  work. 


International  Committee  .    .    . 
International  Vice-President    . 
President  State  Association 
Chairman  Executive  Committee 
Primary  Department     .... 

Home  Department 

Teacher-Training  Department 


MICHIGAN 

.    .    .    .   E.  K 


W.\RREN",  Three  Oaks. 
J.  M.  Davis,  Kalamazoo. 
Rev.   B.   McDerm.^n'd,   Detroit. 
E.  K.  W.^RREN,  Three  Oaks. 
Mrs.  G.  L.  Fox,  Grand  Rapids. 
D.  B.  Allen,  Covert. 
Rev.  S.  T.  Morris,  Grand  Rapids. 


Next  State  Convention Traverse  City,  Nov.  14-16,  1905- 


The  development  of  Sunday-school  work  in  Michigan  has  been  full  of 
experience  and  deprivations  necessary  in  frontier  life.  We  have  a  vast 
field  covering  fifty-seven  thousand  square  miles,  a  territory  of  long  dis- 
tances and  sparse  population  in  many  portions,  more  than  half  of  our 
counties  averaging  but  fifteen  persons   to  the  square  mile,  with  forty-six 


The  Constituency 


527 


per  cent  of  the  popu- 
lation in  the  Upper 
Peninsula  foreign  ; 
much  of  the  territory 
is  practically  mission- 
ary ground. 

The  first  Sunday- 
schools  within  the 
state  were  organized 
in  1820  in  Detroit  and 
Monroe  counties;  the 
rirst  in  the  interior 
was  at  Richland,  Kala- 
inazoo  County,  in  a  log 
house,  in  1830.  The 
state  organization  has 
existed  for  forty-five  years.  For  sixteen  years  Mr.  E.  A 
was  chairman  of  the  Executive  Committee,  and  gave  freely  of  both  time 
and  money.     He  is  now  honorary  chairman  of  the  committee. 

Mr.  George  Parsoi-.s,  of  Water\-liet,  has  been  one  of  the  most  usefij  mem- 
bers of  the  Executive  Committee,  his  ser\-icesha\'ing  extended  over  a  period 
of  more  than  thirty  years. 

The  first  paid  secretary  of  the  association  was  M.  H.  Reynolds,  of  Owasso, 
who  rendered  persistent  and  earnest  ser\-ice  for  a  number  of  years.  For 
the  past  sLx  years  Alfred  Day.  now  of  New  York,  has  been  general  secretary. 
Organized  work  has  been  attempted  in  eighty-three  of  the  eighty-four 
counties  in  our  state.  Michigan  had  forty-two  delegates  to  the  Toronto 
Convention  just  held,  and  thirty-six  to  the  World's  Fourth  Sunday-School 
Convention  at  Jerusalem. 


Geo.  Parsons 
Hough,  of  Jackson, 


MONTANA 

International  Committeeman Rev.  D.  B.  Price,  Stevensville. 

International  Vice-President Rev.  G.  Edw.\rds.  Great  Falls. 

President    State   Association Rev.   S.  W.   Brown,  Helena. 

Chairman  Executive  Committee Rev.  D.  B.  Price,  Stevens\nlle. 


Rev.  S.  W.  Brown 


This  association  was  organi7.ed  in  1888.  It 
has  encountered  many  difficulties  and  has  at- 
tained a  moderate  measure  cjf  success. 

The  territory  of  the  association  is  missionary, 
large  in  area  and  sparsely  settled,  therefore  the 
county  is  the  unit  of  organization.  One  at- 
tempt has  been  made  to  employ  a  state  field 
vorker,  but  this  failed  for  lack  of  funds.  It  is 
difficult  to  maintain  county  organizations,  but 
the  association  officers  are  rendering  good  serv- 
ice in  this  direction. 

The  last  state  convention  was  the  best  in  the 
history  of  our  organization.  ' 

We  need  the  assistance  of  the  International 
Association    to    meet    our     peculiar     condition. 


528       Denominational  Relations  and  Constituency 

The  desire  for  help  is  not  due  to  indifference,  but  rather  to  our  zeal 
for  the  success  of  the  Sunday-school  cause.  The  state  is  divided  into 
five  districts,  each  under  the  direction  of  a  supervisor,  whose  duties  include 
attendance  upon  the  county  convention  in  each  organized  county  to  secure, 
if  possible,  organization  in  other  counties,  and  in  case  of  unorganized  coun- 
ties, to  hold  one  or  more  meetings  at  a  central  point  in  the  interest  of  inter- 
denominational work,  reporting  to  the  Executive  Committee.  This  serv- 
ice is  voluntary  on  the  part  of  the  supervisors.  The  state  association  is 
free  from  debt. 


MINNESOTA 

International  Committeeman      .  George  R.  Merrill,  D.D.,  Minneapolis. 

International  Vice-President       .  Prof.  D.  L.  Kiehle,  Minneapolis. 

President  State  Association    .     .  Jeff  H.  Irish,  Detroit. 

Chairma;n  Executive  Committee  Jeff  H.  Irish,  Detroit. 

General  Secretary A.  M.  Locker,  Windom. 

Primary  Secretary Mrs.  Jean  E.  Hobart,  E.xcelsior. 

Teacher-Training  Secretary    .    .  Miss  L.  A.  Emery,  St.  Paul. 

Next  State  Convention    ....  Windom,  April,  iqo6. 


The  first  permanent 
records  of  the  Min- 
nesota Sunday-School 
Association  are  of  the 
ninth  annual  conven- 
tion held  in  June, 
1867.  Among  the  in- 
terested workers  of 
that  time  were  J.  E. 
Bell,  D.  C.  Bell,  M.  B. 
Lewis  and  R.  A.  Mott, 
who  are  still  interested 
loyal  supporters.  Con- 
ventions have  been 
continuous  since  that 
time,  and  the  pro- 
grams show  the  presence  of  prominent  state  and  international  workers. 
The  present  situation  is  one  of  hope.  The  general  secretary  is  not  able 
to  do  much  field  work,  but  he  directs  the  work  from  his  office  with  a  strong, 
helpful,  guiding  hand.  The  two  principal  cities,  St.  Paul  and  Minneapolis, 
are  so  organized  as  to  reach  helpfully  every  school  in  them.  Miss  L.  A. 
Emery,  Teacher-Training  Secretary,  is  in  charge  of  the  city  work,  and  Mrs. 
Jean  E.  Hobart,  the  Primary  Secretary,  is  doing  mvich  field  work. 

The  plans  for  the  future  provide  for  an  attempt  to  cancel  the  debt  of 
several  years'  standing;  the  work  of  a  strong  general  secretary  who  will 
not  be  hampered  financially,  an  awakening  along  all  lines  of  organized 
work,  and  the  realization  of  a  vision,  possessed  for  many  years  by  a  few  of  the 
faithful,  of  the  time  when  Minnesota  would  be  a  help  to  her  own  Sunday- 
school  army  and  a  strength  and  stay  to  the  International  and  world-wide 
work. 


Irish 


A.  M.  Locker 


The  Constituency 


529 


MISSOURI 


International  Committeeman  .  .  .  . 
International  Vice-President  .  .  .  . 
President  State  Association  .  .  .  . 
Chairman  Executive  Committee      .    . 

General  Secretary 

Primary  Department  Superintendent, 
Home  Department  Superintendent  . 
House-to-House  Visitation  Sup't  .  . 
Teacher-Training  Superintendent  .  . 
Temperance  Department  Sup't    .    .    . 


Rev.  A.  P.  George,  D.D.,  St.  Louis. 
D.  R.  Wolfe,  St.  Louis. 
Hanford  Crawford,  St.  Louis. 
Hanford  Crawford,  St.  Loi:is. 
Elmer  E.  Lacey,  St.  Louis. 
Mrs.  L.  L.  Allen,  Pierce  City. 
R.  M.  Inlow,  Kansas  City. 
C.  H.  Masch.meier,  St.  Louis. 
Prof.  H.  G.  CoLWELL,  St.  Louis. 
L.  G.  A.  Copley,  Kansas  City. 


Hanford  Crawford 


The  year  following 
the  close  of  the  Civil 
War,  some  of  our  best 
citizens  and  wisest  men 
representing  both  sides 
during  the  bitter  con- 
test, believing  impli- 
citly that  the  only 
permanent  basis  for 
restoring  the  happi- 
ness of  the  home,  the 
usefulness  of  t  h  c 
church  and  the  pros- 
perity of  the  commun- 
ity and  the  common- 
wealth, was  upon  the 
teachings  of  Christ,  determined  to  impress  them  upon  the  young  through 
the  cooperation  of  Christians  of  all  denominations.  For  this  purpose  a 
state  convention  met  in  St.  Louis,  October  26,  1866,  which  resulted  in  the 
organization  of  the  Missouri  State  Sunday-School  Association,  with  Col. 
J.  T.  K.  Hayward  of  Hannibal  as  president;  ten  vice-presidents  and  seven 
members  of  the  executive  committee  were  selected  from  the  different 
denominations  of  the  state. 

The  foundation  thus  laid  proved  abiding.  Every  year  since  has  witnessed 
the  assembling  of  a  state  convention,  at  which  plans  have  been  adopted  for 
extending  the  work  thoroughly  to  every  county,  township  and  community 
in  the  state.  The  most  aggressive  decade  of  the  association  work  was  that 
beginning  1888.  During  the  past  few  years  the  work  has  suffered  for  want 
of  a  close  personal  supervision.  During  the  past  convention  year  only 
65  of  the  1 14  counties  of  the  state  held  conventions,  but  under  the  direction 
of  a  field  worker  in  each  of  the  four  grand  divisions  of  the  state  it  is  hoped 
that  all  the  counties  will  be  thoroughly  organized  for  the  most  aggressive 
work  during  the  coming  year.  A  monthly  paper  is  published  in  the  interests 
of  the  state  work,  and  a  central  office  is  maintained  in  St.  Louis,  with  a 
paid  general  secretary,  recently  elected,  who  gives  his  entire  time  to  the 
work. 

The  working  department  of  the  stete  association  are  primary,  house-to- 
house  visitation,  home,  teacher-training,  temperance  and  the  International 
Bible  Reading  Association. 


53°       Denominational  Relations  and  Constituency 

NEBRASKA 

International  Committeeman     .    .  George  G.  Wallace,  Omaha. 

International  Vice-President       .    .  E.  J.  Wightmax,  York. 

President  State  Association    .    .    .  L.  P.  Albright,  Red  Cloud. 

Chairman  Executive  Committee     .  George  G.  Wallace,  Omaha. 

General  Secretary Prof.  H.  M.  Steidlev,  Lincoln. 

Primary  Secretary Miss  Mamie  Haines,  Lincoln. 

Home  Department Mrs.  C.  L.  Jones,  Hastings. 

Teacher  Training      Prof.  W.  R.  Jackson,  University  Place. 

Temperance Mrs.  Dor.\  V.  Wheelock,  Superior. 


The  State  Sunday- 
School  Association  was 
organized  in  the  First 
Baptist  Church,  Oma- 
ha, in  1868.  D.  L. 
Moody  was  one  of  the 
leaders  of  the  conven- 
tion. Annvial  sessions 
since  that  date  have 
served  to  give  the 
association  a  fixed 
place  of  influence  and 
power  in  the  state. 
Some  of  the  leading 
men  of  Nebraska  have 
been  identified  with  the 
In  1898,  during  the  Exposition  in  Omaha,  a 
Trans-Mississippi  Sunday-school  Congress  was  held  in  connection  with  the 
state  convention  and  great  impetus  was  given  to  association  work. 

The  present  condition  of  the  work  in  Nebraska  is  very  hopeful.  Tiie 
work  of  organization  stUl  goes  on  and  the  efficient  leadership  of  Professor 
Steidley  and  Miss  Haines,  who  are  devoting  their  time  and  energies,  is 
beginning  to  tell  for  great  good  all  over  the  state.  We  have  been  fortunate 
in  securing  their  services.  We  believe  the  next  few  years  will  show  great 
advancement.  One  of  the  most  encouraging  features  is  the  body  of  earnest 
business  men  of  Nebraska  who  are  contributing  their  thought,  their  time, 
their  money  and  their  prayers  for  success. 


L.  P.  -Albright 
work  of  the  Association. 


.Steidley 


NEW  BRUNSWICK 

International  Committeeman  .    .     .    E.  R.  Machum,  St.  John. 
International  Vice-President    .    .    .    T.  S.  Simms,  St.  John. 
President  Provincial  Association.    .   J.  W.  Spurdex,  Fredericton. 
Chairman  Executive  Committee       .    T.  S.  Simms,  St.  John. 

General  Secretary       Rev.  J.  B.  G.^koxg,  Sussex. 

Teacher-Training  Supt E.  R.  Machu.m,  St.  John. 

Home  Department  Supt Ethel  Hawker,  St.  John. 

Primary-  Department  Supt A.  Maude  Stillwell,  St.  John. 

Temperance  Department  Supt.    .    .   Mrs.  T.  H.  Bullock,  St.  John. 
I.  B.  R.  A.  Department  Supt..    .    .   Alex  Murray,  St.  Stephen. 
Next  Provincial  ConTention     .    .    .    Moncton,  October  17-20,  1905. 


The  C oHStitttency 


531 


W'ewere  unable, 
after     strenuous 
effort,  to  obtain 
a  picture  of  Mr. , 
Spurden.  —  Ed. 


\V. 


I'.     ,S.    SlMMS 


Rev.  J.  B.  G.\NONG 


IxTERDEN'OMiN'.\TiON'Ai,  Sundav-school  work  in  New  Brunswick  had  its 
biiM;h  at  the  formation  of  the  Carleton  County  Association  in  1875.  Out  of 
this  sprang,  in  1884,  the  provincial  organization.  Through  the  visits  of 
International  Sunday-school  workers  to  our  conventions,  and  the  devoted 
labors  of  our  former  field  secretary.  Rev.  A.  Lucas,  the  whole  pro\'ince  has 
been  thoroughly  organized,  and  brought  into  touch  with  the  central  execu- 
tive. 

Each  department,  viz..  Teacher  Training,  Primary  Work,  Home  Depart- 
ment, Temperance,  Grading  and  I.  B.  R.  A.,  is  under  the  care  of  an  efficient 
superintendent.  In  the  first  named  of  these  New  Brunswick  has  been  com- 
plimented by  the  highest  authorities  as  being  in  the  front  rank. 

The  present  field  secretary.  Rev.  J.  B.  Ganong,  is  carrying  forward  to  a 
still  higher  pitch  of  thoroughness  the  excellent  work  of  his  predecessor. 
During  each  of  the  past  two  years  a  tour  of  the  provinces  has  been  made  in 
connection  with  the  annual  meetings  of  county  associations,  in  which  promi- 
nent Sunday-school  experts  have  assisted,  which  have  proved  of  the  greatest 
value. 

For  the  future  the  association  will  continue  its  present  methods,  giving 
special  prominence  to  teacher  training  and  primary  work.  A  "  Summer 
School  "  for  Sunday-school  workers  is  also  under  consideration. 


NEVADA 

International  Committeeman Pres.  J.  E.  Stubbs,  LL.D.,  Reno. 

International  Vice-President C.  R.  Carter,  Reno. 

President  State  Association Prof.  L.  W.  Cushman,  Reno. 

Secretary Fento.v  A.  Bonham,  Reno. 

Superintendent  Primary  Department     .  Miss  L.  Sybil  Howe,  Carson. 

Superintendent  Home  Department      .    .  Mrs.  J.   W.  Smith,  Wadsworth. 

Superintendent  Normal  Department  Dr  K..  Ada.ms,  Reno. 

Last  Convention Reno,  April,  1905. 


A  PRELIMINARY  niecting  looking  toward  the  organization  of  Sunday- 
school  work  in  Nevada  was  held  in  Reno  just  preceding  the  Denver 
Convention.      The    formal    organization    of    the    Nevada    Sunday-School 


532        Denominational  Relations  and  Constituency 

Association  was  effected  in  June,  1903,  in  Reno.  Rev.  W.  C.  Merritt  of 
Washington  represented  the  International  work  and  the  following  were 
elected:  President,  Dr.  L.  W.  Cushman;  Vice-Presidents,  Rev.  F.  S. 
Lawrence  and  Rev.  H.  H.  McCreery;  Secretary-Treasurer,  Fenton  A. 
Bonham;  Superintendent  Normal  Department,  Dr.  Romanzo  Adams; 
Primary  Department,  Sybil  Howe;  Home  Department,  Mrs.  J.  W.  Smith. 
At  this  convention  twenty-nine  delegates  were  present. 

August  24,  1903,  Washoe  County  was  organized  under  the  direction  of 
Mr.  C.  R.  Fisher,  State  Secretary  of  California.  In  April,  1904,  a  county 
institute  was  held  immediately  preceding  the  state  convention  held  in  Carson 
City.  At  this  convention  the  Nevada  Association  was  formerly  affiliated 
with  the  California  Sunday-School  Association,  and  the  Sunday-School 
Register  was  adopted  as  the  official  organ  of  the  state  association.  The 
report  of  the  secretary  showed  38  Sunday-schools  in  the  state  with  a  total 
membership  of  1,486. 

At  the  annual  convention  held  in  Reno,  April,  1905,  the  general  sec- 
retary, Mr.  Marion  Lawrance,  was  the  inspiration  of  the  meeting.  Forty- 
two  schools  were  reported  enrolled  with  a  membership  of  2,609. 

Prof.  L.  W.  Cushman  of  Reno  has  been  president,  and  Fenton  A.  Bon- 
ham, secretary-treasurer  of  the  association  ever  since  its  organization.  The 
state  association  was  represented  at  the  late  convention  at  Toronto  by 
three  delegates. 

NEW  HAMPSHIRE 

International  Committeeman  .    .    .    Prin.  G.  W.  Bingham,  Derry. 
International  Vice-President    .    .    .    Rev.  J.  B.  Le.mon,  D.D.,  Manchester. 
President  Slate  Association      .    .    .    Rev.  J.  B.  Lemon,  D.D.,  Manchester. 
Chairman  Executive  Committee      .    Rev.  W.  H.  Bolster,  D.D.,  Nashua. 

General  Secretary Rev.  R.  E.  Thompson,  Franklin  Fallc. 

Home  Department  Secretary    .    .    .    Rev.  R.  T.  Wolcott,  Methuen,  Mass. 
Teacher-Training  Secretary  ....    Prin.  Z.  Willis  Kemp,  Kingston. 

Primary  Secretary Rev.  T.  H.  St.\cy,  Concord. 

Temperance  Secretary O.  A.  Towne,  Franklin  Falls. 

Next  State  Convention Concord,  October  24-26,  1905. 


J.  B.  Lemon,  D.D.  W.  H.  Bolster,  D.D.  Rev.  R.  E.  Thompson 


The  Constituency 


533 


The  State  Association  was  organized  in  Manchester,  November  6,  1874. 
John  G.  Lane,  the  first  secretary,  served  faithfully  for  seventeen  years. 
Annual  conventions  have  been  held  without  intermission,  and  from  year  to 
year  groups  of  the  busiest  men  in  the  state  have  given  freely  of  their  time 
and  talent  in  committee  work. 

A  missionary  was  employed  two  months  in  1891.  From  1895  to  1898, 
Rev.  I.  B.  Miller  served  six  months  of  each  year  as  Field  Secretary.  Fol- 
lowing his  resignation,  Mr.  F.  F.  Lewis  was  employed  for  two  months.  The 
Executive  Committee  then  secured  Mr.  J.  N.  Dummer,  who  was  expected 
to  be  in  the  field  three  months  in  the  spring  and  the  same  time  in  the 
fall,  and  to  conduct  the  correspondence  throughout  the  year.  Under  the 
leadership  of  Mr.  Miller  and  Mr.  Dummer  the  organization  of  the  counties 
and  of  many  districts  w-as  effected.  Mr.  Dummer  resigned  in  the  fall  of 
1904,  and  Rev.  Roger  E.  Thompson  was  chosen  field  secretary,  to  devote 
his  whole  time  to  the  work.  A  single  item  may  suggest  growth  of  interest 
in  the  work.  Twenty-eight  people  from  New  Hampshire  attended  the 
International  Convention  in  Boston,  1896,  and  fifty-six  went  to  Toronto. 
We  are  just  beginning.  Organization  must  be  perfected,  all  departments 
must  be  better  worked,  and  our  leaders  are  feeling  that  if  our  Sunday-school 
work  is  to  be  religious  education  of  the  best  sort,  we  must  provide  for  our 
teachers  the  best  training  possible. 


NEW  JERSEY 

International  Committeeman     .    .  Rev.  Frank  A.  Smith,  Haddonfield. 

International  Vice-President       .    .  Edw.\rd  W.  B.^rnes,  Perth  Amboy. 

President  State  Association    .    .    .  Ja.mes  L.  Griggs,  Somerville. 

Chairman  Executive  Committee    .  Capt.  C.  B.  Parsons,  Red  Bank. 

General  Secretary Rev.   E.   Morris   Fergusson.  Newark. 

Elementary Miss  Josephine  L.  Baldwin,  Newark. 

Teacher  Training      Rev.  Jesse  L.  Hurlbut.D.D.,  S.Orange. 

Home  Department Rev.  Melville  E.  Snyder,  Bridgeton. 

Superintendents'  Union F.  W.a.vland  Aver,  Camden. 

Next  Convention       Atlantic  City,  November  15-17,  1905. 


J.  L.  Gkigcs 


C.  H.   Parsons  Rev.   K.   M.   Kerci'SSOn 


534       Denominational  Relations  and  Constituency 

This  asBociatioa  vas  isxtssed.  as.  Xew  Broasvk^.  N.  J^  Xcii^Feraiber  4, 
1S58.  vitb  Hon.  TbeodiRe  Fidia^ttjsea.  pfEsadesit  of  the  Xataooei  Coo- 
^nentioa  of  1832.  as  its  fiist  piesidetit.  Most  o£  tise  twes&y-(xat  ossamsies 
weie  soon  oi^aized,  aod  all  bat  two  or  tfaiee  of  tbem  ha-^e  aoeiaritaibeii 

tmbrolDsii  and  eScien&  sersice  ever  sasice.  Since  1SS2  ibe  associaSiam  Inas 
bad  a  paid  seoecal  secsetaiT-  Its  distinrthne  cliasacter  o€  steads  oE^si- 
zatiom,  con^lete  sta«yariif?t  and  dependable  JuDnomc'  is  due  laz^E^  to  tbcr 
sjrs«ieEi!i  of  tanea^ap  secsetaiies  de^^eloped  bv  Samrnwl  W.  fTfanrtr  state  sec- 
irtary  &>r  nearly  tMrty  yeaisL 

VkiaanTf  vtsk  vas  eaxly  made  a  Ifadimg  fpatnie,  Xis^  Samtad  W.  C1lai& 
being  its  |gaHmg  exponent.  Tbis  w^odlc  bas  nov  expanded  to  iecbide 
gFadatsosE  in  all  d^iartHsesits.  dmong  otbep  fnicii^itiniwutiiifiCT^  ito  i^ciDgire^s, 
]^£ew  Jeisey  appeais  to  bave  started  tbe  fiist  pciniiary  teacbess'  nsooc  (Xew- 
aik.  1873);  tbe  plan  oc  membefs  teaching  lessons  in  tuaa  CXesaik  Uisiam, 
1880  and  since),  wind  lesnlted  in  devdoping  a  fioEce  c£  jKrimary  teacbeis 
able  to  teacb  otbess;  tbe  €bst  csadle  nffi  (Centsal  B^>tist,  Ebzabetb.  1S84); 
tbe  Sist  sanoner  scbocd  for  gsaded  (pnmaiT)  tfacbers  (1894};  tbe  giading 
of  sig>gfeinrienita1  elementary  stndies  (1896);  Decision  Day  as  a  moviEmeni 
(1896);  and  tbe  begxsmeis'  department  witb  separate  intematioraal  lemora 
cotnse  (mo^r^Hnent  started  1897). 

Present  ^atssres  incbade  tbe  pn^nng  of  1^»*nnntf*  departznent,  tjnaining  dass, 
and  International  Bible  Reading  Assooatsoa  otganiaataan;  plans  and 
materials  for  gcadation;  tbe  extenson  fond  for  incxeased  income;  and  tbe 
Sebfiol  m  iletbods  at  Asbnry  Pack. 


JTE'W'  MEXICO 

.    .         .    r    ~    S?z:"csK.  AlboquMafqufci. 


r.  W.  5fB3(C£K,  Aibeiqaenjae. 
Mrs  A.  C.  tocTK,  AlbtKiaenine. 

T  L.  Mc^AlM>EX.AIbaK|neinqrae. 
V.  F.  Ihrrr,  Deming. 

Fir.i   -'■'  -y^r  -  :      --_  M.  Habjc3ebss,  Santa  Fe. 

Thk  work  fc  ?  ■        ' '  ~      :  Scess  are  ready  to 

pt^i  tbe  work            -  ry,  and  tbe  Intier- 

denominatioQal  -  '  --''-~  tbe  -vacation 

period.     A  detailed  tt  :«m  Eecersaed. 


ITEWFOXry^  1  iJO 

Intecoational  Committeeman  .  C-  P-  .\TaB.  St.  Jobn's^ 

Intenetkinal  Vice-President    .    .  Dr.  X.  S.  Fkasbk,  St.  Jobn's. 

Tee  Soaday-Sdiool  Associatioa  of  St.  Johns  was  ofsanized  in  Febraary 
t395,  a:  s.' general  ■satvtm^  of  Sonday-ss^iool  ^orkeis.  -  Tbe  fiist  prcadent 
«;asDr.  H.  E.WendaH.  now  removred  to  Sydney*,  C.B..  a  most  earnest  wodker 
JEt  aS  Cbristiaa  projects.     Focmed  witb  tbe  poepose  of  advaiscing  Snnday- 


The  Constituency 


535 


school  interests,  the  association  has,  in  the  main,  done  good  work;  although, 
at  times,  interest  in  its  affairs  seems  to  be  at  a  very  low  ebb.  During  the 
ten  years  it  has  been  instrvimental  in  introducing  the  home  department, 
the  Cradle  Roll,  better  grading  in  the  schools,  improved  helps  and,  last,  and 
probably  best  of  all,  the  Decision  Day  movement.  In  1S07  Mr.  Reynolds 
visited  St.  Johns,  and  his  addresses  are  still  cherished  in  the  hearts  of  those 
who  heard  him. 

The  annual  convention  held  last  summer  under  the  presidency  of  Mr. 
C  P.  Ayre  was  the  best  ever  held  in  Newfoundland.  Many  were  present 
from  various  parts  of  the  island,  and  the  addresses  were  most  interesting 
and  instructive.  The  association  believes  that  there  is  a  great  work  for  a 
"  field  worker  "  in  the  Island  and  aims  to  have  one  before  long. 


NEW  YORK 

International  Committeeman  .    .    .    Frank  L.  Brown,  Brooklyn. 
International  Vice-President    .    .    .    J.  B.  Murray,  Yonkers. 
President  State  Association      .    .    .    Be.vjamin  Starr,  Homer. 
Chairman  Executive  Committee      .    A.   F.   Schauffler,   D.D.,   New  York. 

Secretary Grant  L.  Bice,  Albany. 

Field  Superintendent Alfred  Day,  Syracuse. 

Home  Department  Supt Mrs.  J.  R.  Simmons,  Hammondsport. 

Normal  Work Miss  Frances  S.  Walkley,  Albany. 

Primary  Supt Miss  Minnie  E.  Dougherty,  Albany. 

Next  State  Convention       Gloversville,  June  12-14,  1906. 


P.I-NMAMIN    St.\kk 


O.  L.  Bke 


Alfred  T) / 


The  New  York  Association  was  organized  at  a  meeting  of  superinten- 
dents and  teachers  in  Albany,  January  22,  1857.  The  object  of  the  associa- 
tion is  to  increase  the  efficiency  and  e.xtend  the  influence  of  evangelical 
Sunday-schools  throughout  the  state  of  New  York;  to  establish  new 
Sunday-schools  where  they  are  needed,  and  thus  to  carry  the  Bible  by  the 
hand  of  the  living  teacher  to  every  man,  woman  and  child  in  the  state. 

The  sixty-one  counties  are  organized  separately,  excepting  Queens  and 
Nassau    which  form  one  organization.     Nearly  all  the  towns  in  the  state 


53^        Dfyio  mi  national  Relations  and  Co-nstituettcv 

are  organized  or  belong  to  a  district  organization.  The  work  of  the  associa- 
tion is  under  the  control  of  an  E.iecutive  Committee  of  forty-eight  persons. 
sL\  persons  from  each  of  the  eight  Ju«.licial  Districts  i>f  the  state  and  elected 
for  three  years. 

The  office  of  the  association  is  located  at  44  State  Street,  Albany.  Grant 
I...  Bice,  secretary  and  treastirer,  is  in  charge  of  this  office.  The  official  organ 
of  the  association,  the  qttarterty  magazine,  SuMday-schoois  at  Work,  is 
published  from  this  office. 


NORTH  CAROLINA 

International  Connmitteeman 
International  Vice-President 
President  State  Association    .    . 
Chairman  Executive  Committee 
Secretary  Primary  Department 
Secretary  Home  Det>artment 
Teacher-Training  Department.    . 
Next  Convention 


N.  B.  BBOUGHTo^f.  Raleigh. 

Oborob  H.  Crowbli..  High  Point. 

H.  N'.  Smow.  Durham. 

N.  B.  Brovcbttom.  Rale«h. 

Miss  Annie  Worth.  Raleigh. 

Mrs.  PrjVNCBS  P.  Hcbbard,  WorihviUe. 

Prof.  J.   E.  Pbovham.  Durham. 

Charlotte.  April,  t<»of>. 


BThb  North  Carolina  Association  viras  organued 
I  Raleigh.  November  t.  1878,  with  a  good  meet- 
■■^   and    fair    prom,tse    for   its    future    life.     For 
■  veral   years    annual    nneetings   of   the    associa- 
■ion  were  held,  but  very  little  was  done  in  the 
vtvy  of  county  or  township   organization.     The 
'Cite    convention    was   convposed.    for   the    most 
art,     of      voluntary     Sunday-school     workers. 
.Vbout    iiS<jo   a   fiekl   worker  was  emplo>-ed   and 
tl\e    organization    of    the    ct)unties    undertaken. 
Phis     work     was     continued    for     about     eight 
•ars   when   the   field   worker  was  disci)ntinued 
r    lack    of    financial    support.     Another  effort 
vviis  made  in   n>oj  to  maintain  a  general  secre- 
tary,  but   the   office    was  discontinued    in    igo5. 
The   work  is  now   maintained   by  the  e.\ecutive 
committee  with  an  office  secretary  with  heailnuarters  in  Raleigh. 

Thirty  of  the  rvinety-se\-cn  counties  in  the  state  arc  fairly  well  organized. 
At  the  last  state  convention,  the  territory  was  divided  into  districts  ot 
three  counties  each,  with  a  vice-president  in  charge,  and  it  is  hoped  to  effect 
further  organization  of  the  counties  through  the  district  organization.  We 
publish  a  monthly  pajwr  called  Tkg  North  Cairolina  Sunday -sckooi  Beacon. 
and  its  subscription  list  is  one  of  the  most  hopeful  fcattircs  of  our  work. 

By  the  assistance  of  county  and  district  vice-presidents,  with  stich  help 
as  we  can  render  from  headquarters,  we  are  trying  to  put  fresh  life  into 
the  present  organizations  and  effect  new  ones.  We  greatly  need  the  visit 
to  our  important  towns  and  cities  of  sottie  one  of  the  international  field 
workers,  to  acquaint  oxu  people  with  the  organized  work. 


H.   N.   Snow 


7  hi     (  '<>ii\titiirii(  V 


537 


NOVA  MOllA 


IiilrrtiBtintial  (iimmm.rTiimti 

Itn.  tiiiit  I'liml  Vlcr  J'rfBKlftM 

I'll    1  1.  ti(   I'mvitii'lut  AoM'ifittiiiiii 

CtiBiittittti  I'mMUllvr  CiitnitiiUcir 

(«'»lrts<l  fw'i  tflurv 

Hiiim-  Ilrimt'l  iiwut   Kiipl 

IVtti  tin  "IVauiitiH  Ktii'i 

F'l-itiiiifV  Hvi|>( 

T«>iii|M>rMrm'  Sui>l 

N«'»l    t'l'iiviiiriul  ('><>riv«>nl  loti 


I  »t      I't'ANR    WlltlMWI'HV,    llttliiun 

(      II    (Mfiumciin,  llulllux 
Hrv     K    W    CiMMINim.  Atiihrl'llt. 
W    II    (s'ift.h.  ^^hlu^ 
Htiahi  Mi'ifiirAP.  lluliluK 

Kiillli.H'1    M'l  KW  AHIi,   H' iitlftldll-ll 
I  >i      I'l'ANh    W''irn»»H't<\  ,   llulllutt 
Mu.      -.HAHI    MciKnUAU,    ItullluK 

Mio    1.    ,1    J-'iiiik;  ,  Ctttitiitit! 
Amt»'r«l .  fJfl.iitifi'  nd,    •^     mi'ji 


Ui\      I   .    W ,   (  ^AlAll^ 


riiH  twrtitv  yt'ttiti  t'tt-vmiib  tn  iM«',  Nnvn  SimiIw  tortiuir]  puft  iil  1  h«'  Mui'» 
litni-  Svitirluv  K' hiiiil  A»nM<'lu1i(»i  It  huvitii;  Iku'Ii  foutul  lliul  Iwltrt  \\nt\- 
(imlil  Ik'  <1<(tir  Willi  uii  tt»t(iH'i»lltin  liir  «'tt(  li  J'ruvUitir.  Ilw  Novu  Htniiu 
AnoiH-iittKiii  wu»  iiritaniiiiKl  ul  Witi'l»'it  iii  tlii'  your  iMHr,  ttridl  lut«  lutiilituKit] 

ttitlvr   ill  lllf   vvnck 

Iti  Ihr  rai'lv  liitilnry  iif  llif  ttawociul inn  itw  litiirtcri  nf  iiurrviiii!  "ii  llw 
woi'k  Irll  luruclv  nti  two  tii«Mi,  I'!  I)  Kiiif  Mini  ('\iuti  II  LfHipU"'  Tti>V 
UII'  itllll  tdt'ltilK-r*  iif  tlir   Kxri'lil  ivr  ('(iliiliiil  luf  Mini  lulvr  Hri   ucllvr  (lUI'l 

Iti  iKyn  ihr  firwt  murrlai'V  wun  rmiilovtul,  Juliti  r>iiii:iMti,  wlm  (U'J  ••MtlU'iil 
I>iMM«M'iiiH!  fill  ttcvcti  ^■^■ul-a,  uinl  lulil  I  lir  liiunilul  inllt.  Im  I  llr  liitiKn'aaivr 
wiifK  III  tlu'  i>ir;i»nl  I  imr  lit'  wum  nuii'titictiiil  liy  "  M  fiuiiinn:!,  Wluj  nrl'vnd 
iititil   iii"i   wtif-n  llir  titritrtil  arMit'lurv  svttti  utM'"'*'!'"' 

Thi     H:i.1iii  nil  inn    \iU»    lllnlltdll    I"    llu'    Kuilrlu  V  ■*(  lu  n  lln   fll    1 1w     I'mvlllcffc   1  lir 

mll^'  j>ii>Ki'':>MVf  iiirl  li'ii'ln  III  wm'li       ll    isllif  'ii'uaiiiiliul  wm'li  tliul   liun  Ki^'<'n 

Ihi  Sniiiln\  111  liniil  wiirh  <)l  tint"  I't"viii(<  ilt.  Iiitjli  tiluti'lltii'.       Nmvu  ^ii  nliu  wu» 

<hi<   fin.l    uanui  lutlnii    i  il    tlu-    1  nli-riitil  I'liiul   firlit    li>  uili>|il    Iwn  lU'iiurl  mciila 

Tr-miM'lHlu  t'    III    iHyil   Itllll    Sul'lilt'lMl'tltHl     Ll'ttU'lllli    in    IO"l  Wr     liuvi      liilll 

ili'liurliiirnln  III  wnfk  viti>l«"i  I'lUiU'til  nuiHTinli'mlrntei  ICilui'utinn  (im  liuliiin 
1'i'ui  lict  'I'rikinitii;  tiinl  hu|i|ili-itii-ti(.ul  LcttnuMn),  liuiiii  ,  'IciniR'tuni  •  uti'J 
I'liiiiury  111  fttili  III  iiui  iniiMlU'ti  uml  in  u  lurur  miiiilK'i  nl  mil  ilialrn-l*  w«' 
liMVr  NUt>'<rttlli-iiiiriit»  fill  itir  ilrtiuii  nii'litn  Hrnntim  I'mil  liitlliiM  t  lit'w 
•Irfurtnifiilft  in  llir  Uilliic  w<  )iii|h  In  uiM  AiKlll  uml  Mumiutiury  •(•■iiui'l 
iiiriiU. 


538       Denominational  Relations  and  Constituency 


NORTH  DAKOTA 


International  Committeeman  . 
International  Vice-President    . 
President  State  Association 
Chairman  Executive  Committee 

General  Secretary 

Home  Department  Secretary    . 
Teacher-Training  Secretary  .    . 

Primary  Secretary 

Temperance  Secretary  .... 
Next  State  Convention      .    .    . 


H.  E.  Pratt,  Cavalier. 

R.  B.  Griffith,  Grand  Forks. 

Sidney  Cl.\rk,  Grand  Forks. 

R.  B.  Griffith,  Grand  Forks. 

Rev.  JoH.v  Orchard,  Fargo. 

Mrs.  C.  W.  S-MiTH,  Nashville. 

Prof.  A.  P.  HoLLis,  Valley  City. 

Mrs.  S.  P.  JOHXSON,  Grand  Forks. 

J.  W.  Whidoefield,  Seal. 

Valley  City,  third  week   in  May,  1906. 


We  were  unable, 
after  strenuous 
effort,  to  obtain 
a  picture  of  Mr. 
Clark.  —  Ed. 


Sidney  Clark 


Rev.  John  Orchard 


The  lack  of  workers 

and    money,    and    the 

inability     to     interest 

people     in     the     work 

held  back  the  state    in 

its  early  period.     But 

the  work  of  organiza- 
tion,  begun    in     18S9, 

has     resulted     in     an 

almost  full  fruition  in 

1905.      Five      years 

ago    there     could 

scarcely  be  found   any 

Cradle    Roll,    Primary 

Union  or  Teacher- 
Training  Class ;  there 
were  few  Home  Departments,  Teachers'  Meetings  or  graded  schools.  Now. 
all  these  are  found  scattered  through  the  state,  to  our  great  encouragement 
and  joy. 

This  year  begins  a  new  epoch  in  our  organized  work.  We  have  gone  on, 
step  by  step,  not  too  fast  to  menace  our  success,  or  so  slow  as  to  lose  our 
place,  but  always  reaching  forward  for  the  best  that  could  be  gained. 

Now  it  is  no  longer  the  service  of  a  man  for  one  month  in  the  year,  as  in 
189s;  nor  a  man  shared  with  Montana,  as  in  1900;  nor  one  seven  months 
of  whose  time  are  claimed  by  Minnesota,  as  from  1901;  but  a  General 
Secretary  of  our  own,  all  the  year  through. 

Our  immediate  aims  are,  a  better  equipped  school  in  every  community; 
a  trained  body  of  teachers  for  every  school;  a  practical  foundation  for  the 
best  business  methods  for  superintendents;  a  hopeful  outlook  for  every 
faithful  pastor ;  a  school  confessing  Christ  and  fellowship  in  church  member- 
ship. 


ONTARIO 

International  Committeeman     ....   W.  Hamilton,  Toronto. 
International  Vice-President       ....    Rev.  L.  H.  Wagner,  Berlin. 
President  Provincial  Association   .    .    .    Rev.  L.  H.  Wagner,  Berlin. 
Chairman  Executive  Committee   •.    .    .   Rev.  Wm.Frizzell,  Ph. B., Toronto. 

General  Secretary J.  A.  Jackson,  Toronto. 

Teacher-Training  Secretary E.  A.  Hardy,  Toronto. 

Extension  Secretary Thomas  Yeli.owlees,  Toronto. 


The  Constituency 


539 


Rev.  L.  H.  Wagner 


Rev.  Wm.  Frizzell 


J.  A.  Jackson 


The  first  Sunday-school  in  Ontario  was  opened  at  BrocWille,  October, 
1811.  From  this  beginning  expansion  was  rapid.  Unions  were  formed 
and,  at  a  meeting  of  the  Canada  Sunday-school  Union's  Committee,  July, 
1856,  Mr.  S.  J.  Lyman  suggested  holding  a  convention  of  Canadian  workers. 
The  result  was  a  meeting  at  Kingston,  February,  1857,  attended  by  310 
delegates  representing  2S0  schools.  In  September,  1865,  a  second  conven- 
tion assembled  at  Hamilton.  A  permanent  organization  was  effected  under 
the  name,  "  Sabbath -School  Association  of  Canada."  This  was  the  pro- 
genitor of  the  Ontario  Sunday-school  Association. 

During  the  intervening  forty  years  its  course  has  been  steadily  upward. 
It  was  its  deputation  to  the  National  Committee,  dealing  with  the  question 
of  one  Uniform  Lesson  for  the  United  States,  which  suggested  that  the 
words,  "  Uniform  National  Lessons,"  read  "  International  Uniform 
Lessons,"  thus  enlarging  the  golden  girdle  of  uniform  Bible  study.  At 
present,  the  Association  maintains  a  commodious  office  and  employs  three 
secretaries,  with  one  office  assistant.  Its  methods  are  chiefly  organizing 
auxiliary  associations;  holding  conventions  and  institutes;  assisting  in 
house-to-house  visitation  and  pushing  forward  the  work  of  teacher-training. 

Some  would  like  the  enthusiasm  to  rise  high  enough,  in  the  next  annual 
convention,  to  provide  for  a  primary  secretary,  and  to  establish  an  Asso- 
ciation paper;  but,  if  such  advances  are  impossible  now,  "  What  we  have 
we'll  hold,"  and  continue  our  efforts  even  more  vigorously  along  lines 
which  have  brought  such  beneficent  results  in  the  past. 


OKI.AHOMA 

International  Committeeman     .    .    Dr.  L.  H.wses  Buxton,  Oklahoma  City. 
International  Vice-President      .    .    Fred  L.  Wenn'er,  Guthrie. 
President  State  Association    .    .    .    Arthvr  Whorton,  Oklahoma  City. 
Chairman  Executive  Committee    .    Fred  L.  W^emner,  Guthrie. 

General  Secretary Wm.  Rogers,  Medford, 

Home  Department  Supt Mrs.  Dora  Marti.v,  Perry. 

Teacher-Training  Supt Geo.  D.  Willin'gham,  Hobart. 

Primary  Supt Miss  Lou  Benson',  Oklahoma  City. 

Next  Territorial  Convention       .    .   Hobart,  May,  iqo6. 


5  40       Dcnovnnaiional  Relations  and  Constituency 


Arthur  Whorton 


F.  L.  Wekner 


\Vm.  Rogers 


The  Oklahoma  Sunday-School  Association  was  organized  in  November, 
1893,  three  years  after  the  Territory  was  created,  and  in  May,  1905,  at  the 
Thirteenth  Annual  Convention,  the  association  changed  its  name  to  the 
Oklahoma  State  Sunday-school  association,  and  is  now  duly  chartered  as 
such. 

At  the  1905  convention  more  than  five  hundred  delegates  assembled  from 
every  county  in  the  territory.  The  Governor  of  the  Territory  and  Hon. 
LesUe  M.  Shaw,  Secretary  of  the  Treasury,  came  forty  miles  on  a  special 
train  to  address  the  convention.  Money  was  raised  to  wipe  out  all  indebted- 
ness and  nearly  $2,000  pledged  for  the  work  of  the  new  year. 

Every  county  in  the  territory  is  organized,  six  being  banner  counties, 
A  general  secretary  is  employed  for  full  time,  one  field  worker  and  an  office 
assistant  are  employed  for  part  time,  and  fovu-  active  department  superin- 
tendents are  pushing  House  Visitation,  Home  Department,  Teacher-Train- 
ing and  Primary  work.  One  or  two  counties  are  contemplating  putting 
out  their  own  field  workers  and  every  phase  of  the  work  is  being  well  cared 
for. 

In  the  twelve  years  of  its  history  the  association  has  never  missed  having 
a  good  annual  convention,  and  three  or  four  years  there  have  been  terri- 
torial institutes  and  ralUes  in  addition,  a  state  paper  has  been  published 
from  the  first,  a  place  was  ready  for  a  general  secretary  or  field  worker  several 
years  before  a  suitable  man  could  be  found  and  in  no  way  has  the  organized 
Sunday-school  work  of  Oklahoma  ever  taken  a  backward  step. 


International  Committeeman  . 
International  Vice-President  . 
President  State  Association  .  . 
Chairman  State  Convention 

General  Secretary 

Home  Department  Secretary   . 
Primary  Department  Secretary 
Christian  Citizenship  Secretary 
Teacher-Training  Secretary 
Next  Convention 


OHIO 

.    W.  A.  EuD.^LV,  Cincinnati. 

.    E.  S.  D.wis,  D.D.,  Columbus. 

.    W.  A.  EuDALV,  Cincinnati. 

.    W.  A.  EuD.\LY,  Cincinnati. 

.    Joseph  Cl.^rk,  D.D.,  Columbus. 

.    Mrs.  Pheb.\  A.  Curtiss,  Columbus. 

.   Miss  Clar.\  Louise  Ew.\lt,  Columbus. 

.    Rev.  W.  M.  Clrry. 

.   Mr.  M.  A.  HoNLiNE. 

.   Marietta,  June,  1906. 


The  Constituency  541 

The  Ohio  Sunday-School  Association  was  or- 
ganized in  1S59.  It  has  had  a  continued 
existence  lor  almost  forty-seven  years  and  not 
a  year  has  passed  without  its  Annual  State 
Convention.  During  the  "  sixties  "  and  early 
"  seventies  "  some  of  the  best  and  most  aggres- 
sive w^ork  done  by  the  association  was  accom- 
plished, notably  in  institute  work  and  gathering 
of  correct  statistics.  The  association  has  always 
been  well-officered,  and  a  vast  amount  of  labor 
was  crowded  into  the  first  thirty  years  of  its 
history,  which  might  properly  be  designated  as 
its  first  epoch. 

With  the  selection  of  Mr.  Marion  Lawrance   as 

general  secretarv  in  1889,  the  association  entered  .  _  .^  ^ 

....  _  Joseph  Cl.\rk,  D.D. 

upon    a   new    and  distinct  era.     ror   ten   years 

Mr.  Lawrance,  with  marvelous  skill,  lifted  the  work  into  greater  efficiency. 

In   almost  complete   county  and  township  organization  he  laid  a  splendid 

foundation   for   a   superstructure.       Upon  this  foundation  the  association 

has  since  builded,  until  to-day  Ohio  occupies  a  position  among  the  states 

declared  to  be  in  the  very  forefront  of  the  organized  work. 

In  each  of  Ohio's  eighty-eight  counties  there  is  an  active  county  organi- 
zation, with  a  total  enrollment  of  8,225  Sunday-schools.  Of  the  1,369 
townships,  1,320  are  organized  and  active.  Nine  large  cities  in  the  state 
have  city  associations.  These  combined  organizations  hold  each  year  more 
than  3,000  conventions,  institutes  or  special  Sunday-school  meetings. 

The  state  work  is  directed  by  an  executive  committee,  which  meets  three 
times  during  the  year,  a  business  committee  of  seven  members  which  meets 
monthly,  and  a  general  secretary.  The  headquarters  of  the  State  A.sso- 
ciation  are  in  the  Ruggerj'  Building,  Columbus,  thoroughly  equipped  for 
conducting  the  business  of  the  association  on  strict  business  lines.  In  the 
offices  are  the  general  secretary,  the  departmental  secretaries,  and  an  office 
force  of  six  clerks  and  stenographers. 

In  addition  to  a  general  secretary,  the  state  employs  the  entire  time  of 
secretaries  for  the  Primary,  Teacher-Training  and  Home  Departments, 
three  resident  state  field  workers  in  the  cities  of  Cleveland,  Toledo  and 
Columbus,  and  a  force  of  nine  field  workers,  organized  in  two  parties,  and 
engaged  in  tour  work  among  the  townships.  In  all,  six  clerks  and  sixteen 
field  workers  are  giving  their  entire  time  to  the  work  in  Ohio,  while  several 
other  special  workers,  on  call,  are  paid  for  serv-ices  as  rendered. 

The  Ohio  work  last  year  cost  the  State  Association  more  than  Si 6,000; 
the  "  budget  "  for  1905-06  is  $23,000.  The  schools  of  the  state  contribute 
about  87,500  annually.  The  remainder  is  contributed  by  several  thousand 
people  in  small  monthly  subscriptions,  payable  at  the  state  office,  quarterly 
by  mail. 

Ax  the  Toronto  Convention,  Ohio  reported  more  teacher-training  classes, 
more  Home  Departments,  more  Cradle 'Rolls,  more  graded  schools,  more 
Sunday-school  conventions  and  more  conversions  than  any  other  state  in 
the  Union. 

In  1905,  seventy-five  counties  reached  the  "  banner  standard,"  as  follows: 
Organized,  convention,  townships  organized,  apportionment  paid,  one  hun- 
dred state  papers,  statistics,  list  of  superintendents,  delegates  state  con- 
vention. 


542        Denominational  Relations  and  Constituency 

OREGON 

International  Committeeman   ....    A.  A.  Morse,  Portland. 
International  Vice-President     .    .    .    .    A.  M.  Smith,  Portland. 
President  State  Association      .    .    .    .    R.  R.  Steele,  Portland. 
Chairman  Executive   Committee     .    .   A.  A.  Morse,  Portland. 

Home  Department Mrs.  Samuel  Coxnell,  Portland. 

Normal  Department       R.  R.  Steele,  Portland. 

Primary  Department Mrs.  Lorena  F.  Hodson,  Newburg. 


In  or  near  1870,  a  meeting  of  those  interested 
in  Sunday-school  work  in  Oregon  was  held,  but 
where  held,  or  what  was  accomplished,  cannot 
be  definitely  stated  other  than  the  bare  announce- 
ment, because  no  record  of  the  meeting  can  be 
found.  In  1872,  another  meeting  was  held  in 
Portland,  and  the  program  of  that  convention 
was  headed,  "  The  Second  State  Sunday-School 
Convention  of  Oregon."  Seventy-six  Sunday- 
schools  were  reported,  but  the  number  enrolled 
was  not  given. 

The  fifth  convention  (1874)  was  also  held  in 
Portland,  and  itt  this  convention  Washington 
Territory  was  included.  Here,  too,  the  number 
of  schools  given  was  seventy-six,  and  total  enroll- 
ment 7,254,  about  eight  per  cent  of  the  popula- 
tion. In  1878,  another  joint  convention  was  held  in  Portland,  Ore., 
reporting  102  schools  with  an  enrollment  of  12,416  and  Washington  Terri- 
tory, 49  schools,  with  4,448  enrolled.  In  1886  a  meeting  was  called  at 
Portland,  and  the  Oregon  State  Sunday-School  Association  was  reorganized 
and  since  then  state  conventions  have  been  held  every  year. 

We  are  rejoicing  in  the  election  of  Rev.  W.  C.  Merritt  as  an  International 
field  worker  and  hope  to  have  our  own  state  worker  in  the  field  by  Novem- 
ber I,  next.  Mr.  Merritt  has  promised  to  help  us  in  the  work  and  we  hope 
to  report  150,000  enrolled  when  we  go  to  the  Louisville  convention  in  1908. 


R.  R.  Steele 


PRINCE  EDWARD  ISLAND 


International  Committeeman  . 
International  Vice-President    . 
President  Provincial  Convention 
Chairman  Executive  Committee 

Field  Secretary 

Supt.  Primary  Department 
Supt.  Home  Department       .    . 
Supt.  Normal  Department    .    . 
Supt.  Temperance  Department 


Rev.  E.  J.  Rattee,  B.A.,  Malpeque. 
Col.  F.  S.  Moore,  Charlottetown. 
Rev.  G.  F.  Dawson,  Little  York. 
Rev.  R.   S.  Whidden,  Bedeque. 
Rev.  A.  D.  Archibald,  Summerside. 
Mrs.  A.  E.  Morrison,  Charlottetown. 
Thomas  Moves,  Bedeque. 
Prof.  E.  E.  Jordan,  Charlottetown. 
Mrs.  C.  W.  Strong,  Summerside. 


This  association  was  organized  September  10,  1894,  by  the  late  William 
Reynolds,  international  field  organizer,  assisted  by  Rev.  A.  Lucas,  then 
general  secretary  of  New  Brunswick.     The  work  was  carried  on  by  the 


The  Constituency 

V 


543 


Rev.  G.  F.  Dawson 


Rev.  R.  S.  Whidden 


Rev.  A.  D.  .■\rchibald 


executive  committee  and  other  workers  until  1900,  when  Rev.  G.  P. 
Raymond  was  chosen  to  give  one  month  a  year  to  the  work.  The  results 
were  so  satisfactory  that,  in  1901,  Mr.  Raymond  was  engaged  as  field  sec- 
retary, devoting  his  entire  time  to  the  work.  He  served  the  association 
with  great  success  until  March,  1904,  when  he  was  succeeded  by  the  present 
secretary. 

For  association  purposes  the  island  is  divided  into  fifteen  districts,  each 
thoroughly  organized.  Two  conventions  a  year  are  held  in  each  district, 
and  other  meetings  are  arranged  whenever  possible.  Sundays  the  field 
secretary  presents  the  work  in  the  churches. 

We  are  trying  to  come  in  contact  with  all  the  teachers,  and  are  empha- 
sizing the  importance  of  having  trained  workers  in  every  school.  Our 
conventions  are  taking  on  more  and  more  the  features  of  an  institute,  and 
practical  instruction  in  teaching  is  given,  as  well  as  the  best  plan  for  Sunday- 
school  work.  This  practical  phase  appeals  to  the  teachers,  and  we  hope  it 
will  result  in  their  taking  an  active  interest  in  the  four  years'  teacher- train- 
ing course  which  is  now  being  prepared 


PENNSYLVANIA 

International  Committeeman  .    .    .  H.  J.  Heinz,  Pittsburg. 

International  Vice-President    .    .     .  Hon.  John  Wanamaker,  Philadelphia. 

President  State  Association      .    .    .  Hon.  John  Wanamaker,  Philadelphia. 

Chairman  E.xecutive  Committeo     .  H.  J.  Heinz,  Pittsburg. 

Field  Secretary' W.  G.  Landes,  Philadelphia. 

Supt.  Primary  Department.    .    .    .  Miss  Ermina  C.  Lincoln,  Philadelphia. 

Supt.  Home  Department Rev.  E.  F.  Fales,  Philadelphia. 

Supt.  Normal  Work Rev.  C.  A.  Oliver,  York. 

Supt.  Summer  Students'  Work    .    .  Hugh  Cork,  Philadelphia. 

Next  State  Convention Philadelphia,  October  11-13,  1905. 


1862,    first   State   Convention.     Annually  since,   except    1864-66.      1893, 
first  Field  Secretary  appointed.     1894,  Hon.  John  Wanamaker,  President. 


544       Derwminational  Relations  and  Constituency 


Hon.  John  Wanamaker 


re-elected  each  year 
since.  Work  broad- 
ened at  once:  General 
Secretary  chosen;  As- 
sembly Herald  started ; 
Primary  and  Normal 
superintendents  ap- 
pointed ;  tour  of  the 
state,  led  by  William 
Reynolds;  receipts, 
$4,000.  1896,  Home 
Department  superin- 
t  e  n  d  e  n  t  appointed. 
i8q7,  permanent  State 
offices  opened.  18991 
House-to-House     Visi- 


Landes 


tation,  directed  by  special  superintendent;  receipts,  $11,000.  1900,  plans 
for  administration  perfected;  summer  schools  a  marked  feature.  1903, 
three  Lecture  Courses,  sixty  popular  lectures  given  in  twenty  counties. 

1904,  nine  Lecture  Courses,  one  hundred  and  forty-five  lectures,  in  forty- 
five  counties;  Summer  Student  work  inaugurated,  twenty-five  men  employed ; 
Primary  Field  worker  and  superintendent  of  elementary  work  appointed. 
Additional  Field  worker  employed  steadily,  others  during  part  of  the  year; 
bequest  of  $15,000  led  to  incorporation;  convention  largest  in  its  history, 
with  extensive  Educational  Exhibit;  receipts,  $16,000,  and  pledges  made 
for  succeeding  year,  821,000. 

1905,  forty-six  students  in  the  field;  summer  schools  maintained;  tour 
of  the  state  by  six  workers,  visiting  forty-seven  counties;  over  three  thou- 
sand normal  students  enrolled.  Free  entertainment  of  delegates  not  to  be 
provided  at  future  state  meetings. 

The  state  organization  conducted  on  business  principles.  Nine  directors. 
Six  standing  committees:  Committee  on  Administration  acts  for  the  Board 
during  interim  of  monthly  meetings,  related  directly  to  all  employees,  chair- 
man audits  all  accounts,  and  attests  Treasurer's  checks;  Committee  on 
Finance  plans  for  income  and  expenditures,  under  definite  schedule;  Com- 
mittee on  Elementary  Grades  has  supervision  of  Beginners,  Primary  and 
Junior  work;  Committee  on  Education  has  oversight  of  normal  or  teacher- 
training  work,  summer  schools,  lecture  courses,  etc. ;  Committee  on  For- 
ward Movements  related  to  student  work,  temperance,  missions,  etc. ; 
Committee  on  Program  engaged  throughout  the  year  in  building  program. 
Each  committee  consists  of  three  directors,  who  may  select  three  advisory 
members.  The  chairman  of  each  committee  is  held  responsible  for  his 
department,  and  all  disbursements  in  his  department  must  have  his 
approval.  Two  basic  principles  of  administration:  Centralization  in  the 
Directorate,  and  departmental  responsibility.  Details  invariably  worked 
out  in  committees,  and  results  submitted  in  writing;  only  the  most  essential 
matters  occupy  the  Directors'  meetings. 

At  the  Toronto  Convention,  Pennsylvania  reported  10,158  Sunday-schools 
with  a  total  enrollment  of  1,491,812, —  the  largest  association,  in  the  num- 
ber of  schools  and  enrollment,  in  the  International  Field.  Thirty  of  the 
sixty-seven  counties  are  "  Banner  "  counties.  Nine  hundred  conventions 
were  held  last  year.     There  are  48,000  enrolled  in  the  Home  Department. 


Ttie  Constituency 


545 


QUEBEC 


International  Committeeman  .  . 
International  Vice-President  .  . 
President  Pro\in:ial  Associati(jn 
Chairman  Executive  Committee 

General  Secretary 

Superintendent  Home  Department 
Superintendent  Temperance  Dept. 


Seth   p.   Leet.   K.C  ,  Montreal. 

David  Bentlev.  Montreal. 

W.  L.  Shvrtleff,  K.C,  Coaticook. 

R.  H.  BucH.\N.\.v:,  Montreal. 

Rev.  Edgar  T.  Capei.,  Montieal. 

G.  L.  Masters,  Coaticook. 

Mrs.  S.  E.  Mabon-,  Lachute. 


Next  Convt-nti'^n Montreal.   N'oveniher  --Q,   1905. 


L.   SHIKTLEFF,    K.C 


E.  T.  Cai-ci. 


The  Sunday-School  Union  of  the  Province  of  Quebec  was  organized 
July  21,  1S36.  Its  field  was  the  whole  of  the  then  known  Dominion,  and 
its  successors,  the  diflerent  Provincial  Associations,  since  their  organization, 
have  tried  to  carry  out  the  original  purpose  which  was  annoimced  to  be 
"  to  promote  the  establishment  of  Sabbath  schools  wherever  it  is  deemed 
practicable,  and  to  encourage  and  strengthen  those  already  in  existence." 

Until  1890  the  Union  did  not  do  anything  in  the  way  of  convention  work. 
For  thirty  years.  Rev.  John  McKillican  had  been  agent  and  missionary  of 
the  Union  and  had  travelled  over  the  Dominion,  visiting  schools  and  going 
into  the  neglected  portions  and  organizing  new  schools.  In  1890,  he  severed 
his  connection  with  the  Union  and  since  that  time  the  secretaries  have  been: 
Stuart  Muirhead,  now  of  Nova  Scotia;  George  H.  Archibald,  now  with  the 
Sunday-School  Union  in  London;  Rev.  E.  W.  Halpenny,  now  of  Indiana; 
and  the  present  efficient  worker.  Rev.  Edgar  T.  Capel. 

Organization  is  difficult  on  account  of  the  limited  ProtesUnt  population. 
In  several  counties  there  are  no  Protestants,  and  of  the  1,650,000  popula- 
tion in  the  Province  only  220,000  are  non-Roman  Catholic. 

There  are,  however,  450  Sunday-schools  in  the  Province,  with  4,800 
ofificers  and  teachers,  and  36,500  teachers.  Last  yeai  about  $2,200  was 
raised  for  all  purposes. 


546       Denojntnational  Relations  and  Constituency 


RHODE  ISLAND 


International  Committeeman   .    . 
International  Vice-President     .    . 
President  State  Association 
Chairman  Executive  Committee 


T.  W.  Waterman',  Providence. 
Rev.  William  Pressey,  Ashton. 
C.  W.  Calder,  Providence. 
James  H.  S.mith,  Providence. 


General  Secretary Willard  B.  Wilsox,  Providence. 

Next  Convention Providence,  October  lo,  ii,  1905. 


C.    W.    C.\LDER 


J.  H.  Smith 


W.  B.  Wilson 


"  The  first  real  Sunday-school  in  the  United  States,"  says  General  Secre- 
tary W.  B.  Wilson,  "  was  organized  by  Samuel  Slater  in  Pawtucket," 
and,  until  the  inauguration  of  the  International  movement,  Rhode  Island 
easily  stood  among  the  leaders  in  Sunday-school  work.  The  work  was 
done  by  enthiisiastic,  consecrated  individuals  without  organization.  The 
teaching  was  by  catechisms,  question  books  and  recitations  of  Scripture. 
Sunday-school  concerts  were  relied  upon  for  stimulation  of  interest.  The 
Baptists  held  an  enthusiastic  annual  convention,  which  was  cited  everywhere 
by  Sunday-school  workers  as  a  model. 

In  1S78,  an  interdenominational  association  was  formed.  The  state  was 
so  small  that  county  and  township  work  were  thought  impossible.  The 
president  was  a  clergyman  taken  from  a  different  denomination  each  year, 
and  five  denominational  secretaries  were  chosen.  A.  B.  McCrilUs  was 
chosen  chief  secretary,  and,  for  many  years,  was  one  of  the  propelling  forces. 
For  some  years  the  convention  was  the  chief  stimulating  Sunday-school 
force  in  the  state.  In  189.5,  W.  B.  Wilson  was  chosen  state  secretary,  and 
has  served  continuously  to  date.     The  association  was  incorporated  in  iSgg. 

Rhode  Island  is  now  fully  organized.  Conventions,  institutes  and  dis- 
trict and  township  conferences  are  held  at  least  once  a  year  within  five  miles 
of  every  Sunday-school  in  the  state.  The  Summer  School  for  Sunday- 
school  Teachers  has  just  closed  its  fourth  annual  session. 

There  has  been  a  continuous  growth  of  interest  and  a  healthy  develop- 
ment of  the  work  during  the  last  twelve  years. 

The  hope  for  the  immediate  future  is  a  teacher-+raining  secretary  to 
devote  his  entire  time  to  the  work  in  conventions,  and  in  the  conduct  of 
classes. 


The  Constihicucv 


547 


SOUTH  DAKOTA 

International  Committeeman    .     .     .  Rev.  C.  M.  Daley,  Huron. 

International  Vice-President    .    .    .  Rev.  A.  C.  McCaulev,  Bridgewater. 

President  State  Association      .    .    .  Rev.  James  Chalmers, D.D., Brookings. 

Chairman  Executive  Committee       .  Rev.  C.  M.  Day,  Huron. 

General  Secretary Rev.  F.  P.  Leach,  Sioux  Falls. 

Primary  Department Mrs.  M.  V.  McGilliard. 

Home  Department Rev.  John  Whalley. 

Teacher  Training  Department      .    .  Rev.  H.  R.  Upton,  Scotland. 

Temperance  Department       ....  Mrs.  F.  P.  Leach,  Sioux  Falls. 

Next  Convention 


The  originator  of  the  first  distincti%'ely  Sunday- 
school  movement  in  Dakota  Territory  was  Rev. 
Mr.  Martin,  who  started  the  first  school  in  Ver- 
milion (S.  D.)  in  the  early  summer  of  iS6i,  in 
a  log  building  which  was  destroyed  the  follow- 
ing year  in  an  Indian  uprising.  The  first  Terri- 
torial Sunday-school  Convention  was  fittingly 
held  in  Vermilion,  the  town  in  which  the  first 
school  was  organized  fourteen  years  earlier, 
October,  26,  1875.  Nathan  Ford,  a  native  of 
Palestine,  was  first  president  of  the  Association. 
The  second  convention,  at  Yankton,  June  i.?, 
1876,  was  conducted  by  Ralph  Wells,  of  New 
York.  This  early  convention  passed  the  first 
resolution  favoring  prohibition.  County  con- 
ventions were  first  inaugurated  that  fall.  At 
the  1877  convention  the  first  resolutions  were  passed  indorsing  the 
uniform  lesson.  The  1878  convention  was  greatly  inspired  by  the  presence 
of  E.  Payson  Portei;  the  first  International  Secretary  to  visit  the  Dakota 
Association. 

The  1 88 1  convention  planned  for  district  organization  and  for  more 
thorough  work  in  the  counties. 

During  the  succeeding  years  of  phenomenal  settlement  the  work  gtew 
apace  and  was  of  power  throughout  the  whole  territory.  But  in  the  nine- 
ties the  work  lost  much  of  its  early  power  and  though  the  organization 
never  became  entirely  extinct  a  reorganization  seemed  necessary  to  bring 
it  to  its  present  standard  of  interest  and  efficiency. 

The  general  secretary.  Rev.  F.  P.  Leach,  has  recently  completed  his  sec- 
ond year  of  service,  and  plans  are  under  way  to  extend  the  work  into 
every  unorganized  portion  of  the  state. 


Rev.  F.  P.  Leach 


SOUTH  CAROLINA 

International  Committeeman \V.  E.   Pelham,  Newberry. 

International  Vice-President       Rev.  J.  W.  Schell,  Spartanburg 

President  State  Association Rev.  W.  B.  Oliver,  Florence. 

Chairman  Executive  Committee    .    .    .    .   W.  E.  Pelham,  Newberry. 


54S       Denominational  Relations  and  Constituency 


We  were  unable, 
after  strenuous 
effort,  to  obtain 
a  picture  of  Mr. 
Oliver.  —  Ed. 


Rev.  W.  E.  Oliver 


The  organized  work  in  South  Carolina  gives 
promise  of  increasing  interest.  Good  annual 
conventions  have  been  held  during  the  triennium 
just  closed.  At  two  of  these  international  assis- 
tance was  enjoyed  and  the  presence  and  work  of 
Mrs.   Br\-ner  were  greatly  appreciated. 

The  executive  committee  has  been  charged 
with  the  work  of  organizing  the  counties  of  the 
state  and  is  now  putting  forth  efforts  in  that 
direction.  There  is  a  strong  and  growing  senti- 
ment in  favor  of  the  employment  of  a  field  worker, 
and  if  a  suitable  man  can  be  found  we  believe 
that  the  result  will  be  a  greatly  increased  inter- 
est in  the  work. 

Meanwhile  we  praise  God  for  his  favor  and 
pray  for  his  direction  for  the  future. 


TENNESSEE 

International  Committeeman Prof.  H.  M.  Hamill,  Nashville. 

International  Vice-President       W.  H.  Raymond,  Nashville. 

President  State  Association John  R.  Pepper,  Memphis. 

Chairman  Executive  Committee "W.  H.  Raymond,  Nashville. 

General  Secretary Edward  Albright,  Nashville. 


H.  Raymond 


J.  R.   Pepper 


Edward  .Albright 


The  organized  work  in  Tennessee,  in  its  present  form,  dates  back  to  i8S8. 
In  the  previous  decade  there  had  been  a  promising  beginning  and  several 
annual  conventions  and  then  the  work  was  suffered  to  languish.  Since  iS8S 
the  work  has  been  maintained,  at  present  with  growing  interest,  and  is 
attracting  to  its  support  men  who  are  most  prominent  in  business  and 
educational  work. 

The  convention  of  1895  at  Tullahoma  was  notable  for  the  attendance  of 
B.  F.  Jacobs  and  was  the  largest  and  most  far-reaching  in  its  results  of  any 
ever  held  in  the  state.  A  general  secretary  was  placed  in  the  field  whose 
program  was  "  conventions  and  ooUections,"  with  emphasis  on  the  latter,  so 


The  Constituency 


549 


that  Tennessee  har  exceeded  in  contributions  many  more  highly  organized 
states. 

From  twenty  to  twenty-five  counties  have  a  form  of  organization  and  it  is 
planned,  under  the  leadership  of  the  present  secretary,  to  strengthen  these 
organizations  and  push  the  formation  of  new  ones.  A  plan  has  also  been 
formed,  in  lack  of  any  state  paper,  to  utilize  the  columns  of  two  hundred 
newspajjers  in  the  different  counties  of  the  state. 


TEXAS 

International  Committeeman      ....  Wm.  G.  Breg.  Dallas. 

International  Vice-President       ....  Capt.  J.  F.\rley,  Dallas. 

President  of  State  Association   .    .    .    .  W.  N.  Wiggin's,  San  Antonio. 

Chairman  E.xecutive  Committee    .    .    .  Wm.  G.  Breg,  Dallas. 

General  Secretary CD.  Meigs,  Dallas. 

Supt.  Home  Department Mrs.  C.  D.  Meigs,  Dallas. 

Supt.  Teacher-Training  Department     .  Prof.  C.  A.  Arnold.  San  Antonio. 

Supt.  Primary  Department Mrs.  Adele  Phillips,  San  Antonio. 

Next  State  Convention San  Antonio,  3d  week  in  June,  1906. 


C.  D.  Meigs 


Tex.\s  has  248  counties,  many  of  which  are  so 
sparsely  settled  as  to  make  county  organization 
impractical.  In  many  other  counties  precinct 
organizations  can  only  be  formed  by  combining 
two  or  more  into  a  "  district."  This  makes 
high  "  banner  "  standards  of  organization 
impossible. 

The  state  was  first  organized  in  1875,  but 
from  that  date  to  iSpo  the  organization  was  not 
continuous,  and  the  records  have  been  mostly 
lost. 

In  1 88 1  or  1882  the  first  general  secretary  was 
employed  in  the  person  of  Dr.  W.  J.  Rogers  now 
of  Belle vue,  Texas;  but  the  association  had  no 
support  as  he  was  compelled  to  resign  in  about 
six  months. 

In  1892-93  the  second  general  secretary,  Curtis  P.  Coe.  was  employed, 
but  after  he  left  in  1894  three  years  passed  without  a  convention.  Since 
1897,  however,  conventions  have  been  held  annually. 

July  I,  1 90 1,  Lewis  Collins  was  elected  general  secretary,  serving  until 
September.  1903.  October  i,  1904,  C.  D.  Meigs  was  elected.  At  this  date 
only  38  counties  have  working  associations.  The  conventions  of  1904  and 
1905  showed  greatly  increased  interest,  and  the  outlook  is  hopeful. 

At  the  last  convention  a  new  constitution  was  adopted,  and  the  con- 
vention voted  to  incorporate  the  association.  In  addition  to  the  regular 
officers  there  is  an  Executive  Committee  of  30  members  located  in  gVoups 
throughout  the  state.  It  is  planned  to  hold  quarterly  meetings  of  the 
committee  in  different  parts  of  the  state,  with  a  public  meeting  in  connection 
with  each  committee  meeting.  A  central  committee  of  ten  members  will 
meet  monthly  at  Dallas,  the  headquarters  of  the  association.  A  tour  of  ten 
of  the  principal  cities  is  planned  for  November,  1905.  with  W.  C.  Pearce  as 
chief  instructor. 


k 


55°       Denominational  Relations  and  Constituency 


International  Committeeman 
International  Vice-President 
President  State  Association 


UTAH 

Thomas  Weir,  Salt  Lake  City. 

Prof.  J.  A.  Smith,  Ogden. 

Rev.  WiLDMAN  Murphy,  Salt  Lake  City. 


Secretary L.   M.   Gillilan,   Salt  Lake  City. 


Christi.\n  Sunday-schools  came  to  Utah  in  the  early  seventies,  with  the 
first  mission  churches,  and  as  late  as  1885  were  almost  as  lonesome  ia  the 
community  as  such  schools  would  be  in  a  Mohammedan  country.  This  is 
still  true  in  no  small  degree  of  the  schools  outside  of  Salt  Lake  City  and  a 
few  of  the  larger  towns. 

With  the  influx  of  Gentiles  in  1S89  to  1893,  came  larger  and  freer  oppor- 
tunities for  Sunday-school  work,  and  there  are  now  in  the  state  about  one 
hundred  and  fifteen  effective  Sunday-school  organizations.  Of  these  some 
fifty  are  located  in  Salt  Lake  City  and  Ogden,  and  in  the  immediate  vicinity. 
There  are,  perhaps,  seventy-five  schools  in  the  state  in  which  the  average 
attendance  is  under  fifty. 

In  Salt  Lake  City  and  Ogden  where  there  is  a  Gentile  population,  there 
are  perhaps  a  half  a  dozen  with  an  enrollment  of  over  three  hundred.  The 
Sunday-school  work  in  Salt  Lake  City  has  been  unusually  encouraging 
during  the  past  few  years. 

About  fifteen  years  ago  conferences  of  the  associated  Sunday-school 
workers  were  inaugurated  under  the  impulse  given  by  the  International 
Association. 

Our  methods  outside  a  few  of  the  larger  schools  are  and  must  be,  for  some 
years,  those  of  the  foreign  missionary.  Our  greatest  problem  outside  of 
the  cities  mentioned,  is  how  to  get  the  children  to  instruct  in  the  way  of 
life  as  taught  by  the  Church  of  our  one  Master.  The  home  department 
idea,  leading  as  it  does  to  personal  visitation,  has  been  one  of  the  best  new 
things  we  have  tried.  Rev.  Wildman  Murphy  and  Prof.  L.  M.  Gillilan  are 
doing  good  work  as  president  and  secretary  of  our  association. 


VERMONT 


International  Committeeman   . 
International  Vice-President    . 
President  State  Association 
Chairman  Executive  Committee 


Hon.  D.  M.  Camp,  Newport. 
J.  A.  Greenwood,  Chester. 
G.  F.  North,  Burlington. 
F.  S.  Pease,  Burlington. 


Field  Secretary Edward  M.  Fuller,  Burlington. 

Next  Convention St.  Johnsbury,  Oct.  17-18,  1905. 


The  Vermont  Sunday-School  Association  was  organized  in  Rutland  in 
the  fall  of  1869,  with  E.  A.  Fuller,  of  Burlington,  president,  and  Geo.  E. 
Davis,  of  Burlington,  secretary.  The  late  Rev.  J.  H.  Babbitt  was  many 
years  successively  General  Secretary,  Statistical  Secretary  and  International 
Committeeman. 

There  was  no  paid  worker  in  the  field  until  about  1897,  since  which  time 
Revs.  I.  B.  Miller,  George  L.  Story,  and  Edward  M.  Fuller,  the  present  field 
secretary,  have  been  engaged. 


The  Constituency 


551 


In  1896,  the  asso- 
ciation was  incorpo- 
rated. There  is  an 
Executive  Committee 
of  seven,  the  chairman 
chosen  each  year  and 
two  members  elected 
annually  for  three 
years,  and  a  Board  of 
Directors  consisting  of 
this  committee  and  one 
member  chosen  annu- 
ally by  each  County 
Association.  All  the 
counties  are  organized 
under  a  uniform  con- 
stitution, and  county  conventions  are  held  consecutively  in  the  fall  just 
prior  to  the  State  Convention.  Township  and  district  associations  are 
auxiUary  to  the  county  organizations.  The  Home  Department  Work  is 
almost  wholly  carried  on  interdenominationally,  under  the  township  asso- 
ciations. The  State  Association  publishes  The  Vermont  Sunday-school 
Herald. 

■  The  plans  for  the  immediate  future  call  for  the  employment  of  another 
worker  who  shall  combine  the  duties  of  Home  Department  and  Teacher- 
Training  Superintendents.  "  Education  and  Evangelization  "  are  the 
watchwords  of  the  association. 


North 


E.  M.  Fuller 


VIRGINIA 


International  Committeeman  .  . 
International  Vice-President  .  . 
President  of  State  Association 
Chairman  Executive  Committee, 
Corresponding  Secretary  .... 
Home  Department  Supt.  .  .  . 
Teacher-Training  Superintendent, 
Primary  Superintendent  .... 
Next  State  Convention      .... 


J.  R.  JoPLiNG,  Danville. 

Rev.  A.  L.  Phillips,  D.D.,  Richmond. 

Prof.  Geo.  W.  Walker,  Blacksbury. 

Hon.  Thos.  N.  Jones,  Smithfield. 

A.  L.  K.vrowLEs,  Staunton. 

Miss  Akn'ie  Likd  Forsberg,  Lynchburg. 

Miss  Nettie  H.\mer,  Charlottesville. 

Miss  Pearl  Teter,  Goshen. 

Newport  News,  April,  1906. 


The  first  Interdenominational  Sunday-School  Convention  in  Virginia  was 
held  in  Richmond  in  1875.  Four  others  were  held  at  irregular  periods 
between  1875  and  1898,  though  several  counties  held  conventions  dviring 
that  time.     Since  1898  state  conventions  have  been  held  annually. 

Sixteen  of  the  one  hundred  counties  in  the  state  are  organized,  and  hold 
their  county  conventions  annually.  Some  of  these  counties  are  doing 
good  work  in  the  adjoining  counties,  trying  to  organize  them. 

A  field  secretary  \.vas  employed  and  put  to  work  in  that  field  from  1900 
to  1902,  when  he  was  discontinued  for  lack  of  funds.  There  are  many 
earnest  laymen  in  the  state  who  would  willingly  support  an  efficient  field 
worker  who  is  a  good  organizer,  and  with  proper  effort  a  much  larger  por- 
tion of  the  state  would  soon  be  organized  and  the  work  would  be  easily 
self-sustaining. 


552       Denominational  Relations  and  Constituency 


Pi-.f.  G.  W.  Walker  Hoi.  T.  N.  Jon-es 


A.  L.  Kxr.wi.ES 


At  the  last  state  convention  superintendents  of  Primary,  Teacher-Train- 
ing and  Home  Departments  were  elected.  The  state  Executive  Committee 
has  subdivided  the  work,  and  some  progress  toward  county  and  township 
organization  is  being  made. 


EASTERN  WASHINGTON  and  NORTHERN  IDAHO 

International  Committeeman  .    .    .  W.  R.\lph  Cooley,  Spokane,  Wash. 

International  Vice-President     .    .    .  Pres.  S.  B.  L.   Pexrose,  Walla  Walla. 

President  Association W.  Ralph  Cooley,  Spokane,  Wash. 

Chairman  Executive  Committee      .  W.  Ralph  Cooley,  Spokane,  Wash. 

Primary  Secretary Mrs.  R.  W.  Sm.\kt,  Spokane,  Wash. 

Home  Department  Secretary   .    .    .  Mrs.  J.  A.  Rodgers,  Davenport. 

Teacher-Training  Secretary      .    .    .  Rev.  F.  B.  Huffman,  Palouse. 

On'  account  of  the  geographical  situation  of  that  large  tract  of  country 
comprising  the  eastern  half  of  Washington  and  the  northern  counties  of 
Idaho,  it  has  long  been  thought  wise  by  kitemational  and  local  workers  to 
create  an  association  for  this  field.  Such  a  course  was  authorized  at  the 
Atlanta  Convention  in  1899,  but  action  was  not  taken  until  the  Washing- 
ton State  Convention  at  Spokane,  April  27,  1905,  when,  with  representa- 
tives from  Idaho  present,  the  new  association  was  organized.    • 

Pursuant  to  action  taken  up  by  the  state  executive  committee,  a  state 
secretary  will  be  chosen  as  soon  as  a  suitable  man  can  be  secured,  and  on 
account  of  the  excellent  organization  accomplished  by  Rev.  W.  C.  Merritt, 
former  secretary  for  the  whole  state  of  Washington,  there  must  necessarily 
be  rapid  development  under  wise  leadership. 


WASHINGTON  (WEST) 

International  Committeeman W.  D.  Wood,  Seattle. 

International  Vice-President D.    S.   Johnston,   Tacoma. 

President  State  Association D.   S.   Johnston,  Tacoma. 

Chairman  Executive  Committee      .    .    .  D.   S.  Johnston,   Tacoma. 

Field  Secretary James  Lynch,  Seattle. 


The  Constituency 


553 


The-  state  work  in 
Washington  was  or- 
ganized as  a  result  of 
the  visit  of  William 
Reynolds  to  Tacoma  in 
April,  18S9.  For  five 
years  state  and  county 
conventions  were 
held,  and  in  1804  Mr. 
Re>Tiolds  made  an- 
other visit  to  the  state. 
Conventions  were 
held  in  ten  counties 
and  the  state  conven- 
tion was  the  largest 
vet  held.  In  April, 
1897,  Rev.  W.  C.  Merritt  was  elected  president  of  the  state  association, 
and  later  secretary  and  field  worker.  He  devoted  eight  years  of  faithful 
service  to  the  development  of  the  Sunday-school  work  and  the  results  of 
his  labors  are  shown  in  the  excellent  condition  of  the  work  to-day. 

At  the  annual  convention  in  Spokane  in  April,  1005,  the  state  was  divided 
and  there  are  now  two  associations  —  Eastern  and  Western  Washington. 
During  the  past  year  we  raised  about  thirty-nine  hundred  dollars  for  the 
state  and  International  work.  The  resignation  of  Mr.  Merritt  was  a  distinct 
loss  to  the  work.  James  Lynch,  the  paid  superintendent  of  the  Plymouth 
Congregational  Simday-school,  Seattle,  is  the  new  field  worker.  The  work 
in  ever>"  department  is  in  a  very  hopeful  condition.  The  most  encourag- 
ing feature  is  the  recognition  of  the  value  of  the  Association  and  its  work 
by  the  pastors  of  the  state. 


Johnston 


s.  Lynch 


WISCONSIN 

International  Committeeman S.  B.  H.^rdikg,  Waukesha. 

International  Vice-President      T.  ^L  H.\mmond,  Milwaukee. 

President  State  Association S.  B.  H.\rding,  Waukesha. 

Chairman  State  Committee S.  F.  Shattuck,  Neenah. 

Primary-  Superintendent Mrs.  C.  P.  J.\eger,  Portage. 

The  Wisconsin  State  Association  is  in  earnest  in  the  work,  though  the 
progress  has  been  slow.  Since  the  resignation  of  General  Secretary  Chyno- 
weth  in  February,  the  work  of  that  office  has  been  undertaken  by  Mrs.  C.  P. 
Jarger,  the  efficient  primary  worker.  Under  the  leadership  of  President 
Harding,  the  work  is  being  placed  on  a  substantial  basis,  and  the  prospect 
seems  bright  for  the  future. 


WEST  VIRGINIA 

International  Committeeman    .   Rev.  C.  Humble   M.D.,  Parkersburg. 
International  Vice-President     .    Pres.  D.  B.  Purinton,  D.D.,  Morgantown. 
President  of  State  Association  .    Pres.  D.  B.  Purinton,  D,D..  Morgantown. 
Chairman  Executive  Committee,  Rev.  C.  Humble,  M.D.,  Parkersburg. 


554       Denominational  Relations  and  Constituency 

General  Secretary      W.  C.  Shafer,  Wheeling. 

Home  Department  Secretary   .    .    .  Miss  Louise  P.  Hubbard,  Wheeling. 

Teacher  Training  Secretary      .    .    .  Rev.  L.  E.  Peters,  Clarksburg. 

Primary  Secretary Miss  Martha  V.  Graham,  Wheeling. 

Temperance  Secretary Mrs.  M.  R.  C.  Morrow,  Fairmont. 

Next  State  Convention      Clarksburg,  April  17-19,  1906. 


Pres.  D.  B.  Purinton 


Sh.\fer 


From  the  first  meet- 
ing in  Wheeling  in 
1880  to  the  twentieth 
in  1900  at  Ravens- 
wood,  there  was  a 
record  of  "  Ups  and 
downs."  Yet  only- 
two  conventions  were 
missed. 

In  1902.  at  the  Hunt- 
ington convention,  W. 
C.  Shafer  was  elected 
the  first  general  sec- 
retary of  the  state,  and 
has  since  continued  to 
serve  in  this  capacity. 
The  association  has  headquarters  in  one  of  the  best  business  blocks  of 
Wheeling,  the  largest  city,  and  is  recognizing  all  the  important  depart- 
ments of  work.  Primary,  Teacher  Training,  Home  and  Temperance,  each 
with  a  competent  secretary.  All  of  them  volunteer  their  services  with  the 
exception  of  the  Primary  and  Junior  Secretary,  who  is  employed  for  six 
months  this  year  for  the  first  time.  The  officers  are  men  who  have  proven 
their  worth  by  years  of  faithfulness  before  being  elected  to  their  present 
positions. 

The  association  president  is  also  President  of  the  State  University,  and 
has  established  a  school  of  methods  for  Sunday-school  workers,  which  has 
exceeded  all  expectations  for  the  two  sessions. 

Thirty-seven  of  the  fifty-five  counties  are  organized;  seven  more  are 
ready  to  come  into  the  organization  in  October.  There  are  seven  banner 
counties  and  a  decided  growth  in  interest  and  practical  work  is  manifested 
all  over  the  state.  The  greatest  encouragement  comes  from  the  fact  that 
there  is  now  a  demand  for  the  work  and  for  help  from  headquarters,  and 
the  association  is  making  earnest  efforts  to  respond,  notwithstanding  the 
lack  of  railroads  and  means  of  transportation. 


WYOMING 

International  Committeeman     ....    I.  C.  Whipple,  Cheyenne. 
International  Vice-President       .    .    .    .    H.  B.  Henderson,  Cheyenne. 

President  State  Association Prof.  Aven  Nelson,  Laramie. 

Secretary Mrs.  Amy  T.  Powelsom,  Cheyenne. 

Supt.  Primary  Work Mrs.  J.  H.  Collier,  Cheyenne. 


The  Constituency 


555 


Newell     Dwight     Hillis,     now    pastor    of 

Plymouth    Church,    Brooklyn,    N.    Y.,    came    to 

Wyoming   in    iSSi    to   organize    Sunday-schools. 

This  was  six  years  before  he  entered  the  ministry. 

The    association    was    first    organized     by    Dr. 

Joseph  Clark  of  Ohio.     For  fifteen  years  repular 

annual  conventions  were  held,  then  there  was  a 

vacation  until    1900   when    the   association   was 

^l^^^u        ^        ■       reorganized    by   the    Intem.itional     leaders   who 

^^H^^^^^I^'jS      were  conductinc'  "  the  Northwestern  Tour." 

^■i      .^^^^^H  ■'''-^  counties  are  organized,  with  seven  others 

^^^    j^^^^^^H      to  be  heard  from.     A  primary  worker  is  s  sour'^e 

■f^^M  ^^^^^^^^H      of  inspiration  and  help,  and  the  general  work  is 

^BT^^m^^H^^I      making   good    progress.     Last    year    there 

357  additions  to  the  churches  from  the  Sunday- 
schools  of  the  state. 

white  unto  the  harvest,"  yet  many  communities 
are  without  Sunday-school  organization.  Much  is  expected  from  the  efiforts 
of  a  resident  field  worker  in  the  great  West. 


Prof.  AvEN  Nelson 
The  fields  are  indeed 


Co.M.MITTHE    ON    "\Vi)KK    .\MC1N(,    THE    NegKOKS' 

Clifton,  Mass.,  Conference,  August  22-25,  '905 


RELATED    ORGANIZATIONS 


The  American  Sunday-School  Union 

January  ii,  1791,  there  was  formed  "  A  Society 
for  the  Institution  and  Support  of  First- Day  or  Sunday- 
schools  in  Philadelphia."  Its  schools,  with  at  first 
paid  teachers,  were  open  to  children  and  all  young 
apprentices  or  tradesmen  who  "  have  not  former  oppor- 
tunities of  instruction  previous  to  their  being  appren- 
ticed to  trade."  Reading  and  writing  were  taught 
from  the  Bible.  In  181 1  Rev.  Robert  May,  a  missionary 
of  the  London  Missionary  Society,  on  his  way  to  India, 
visited  Philadelphia  and  brought  inform.ation  as  to 
English  methods.  Various  societies  sprung  up,  until 
for  the  sake  of  unity  and  efficiency  it  seemed  wise  to 
seek  some  combination  of  activity,  and  on  May  27, 
181 7,  the  organization  of  "  The  Sunday  and  Adult 
School  Union  "  was  perfected.  In  1824  there  were 
affiliated  with  this  society  723  schools,  with  7,300 
teachers  and  46,619  scholars  in  17  states,  territories  and 
the  District  of  Columbia. 

This  success  stimulated  desire  for  a  national  societ}^ 
Plans  were  outlined,  and  on  May  25,  1824,  at  a  meeting  in 
which  several  denominations  and  fifteen  to  twenty  states 
were  represented,  the  American  Sunday-School  Union 
was  organized.*  It  speedily  showed  itself  an  instru- 
ment of  greatest  efficiency.  For  miore  than  a  half 
century  it  was  the  organized  center  and  inspiration  of 
the  Sunday-school  activities  of  the  land.  It  stood 
behind  the  "  Limited  Lessons  "  which  before  1825 
had  local  trial  to  make  them  "  uniform,"  to  such  effect 
that  one  series  of  "  helps  "  had  a  circulation  equal  to 
seven  tenths  of  all  the  Sunday-school  teachers  in  the 
country,  and  "  The  Union  Questions,"  which  were  the 
most  "  up-to-date  "  treatment  of  the  lessons,  a  circu- 

*"  A  Century  of  Sunday-school  Progress";  by  Rev.  E.  W.  Rice,  D.D., 
Editor  of  the  publications  of  the  American  Sunday-School  Union. 

556 


( 


The  American  Sunday-School  Union  557 

lation  of  a  million.  To  aid  in  popularizing  these  lessons, 
helps  were  issued,  teacher-training  plans  proposed,  etc. 
When  the  "  uniform  lesson  "  was  reached  the  Society 
at  once  secured  the  services  of  experts  to  give  the  best 
"  light  and  leading  "  upon  the  new  path. 

In  all  its  history  it  has  been  a  prominent  agency  in 
the  development  of  a  wholesom.e  juvenile  literature. 

The  chief  aim  of  the  organization  has  been  Sundav- 
school  extension.  In  181 7  there  were  100  Sundav- 
schoois  in  the  whole  coimtry.  The  missionaries  of  the 
society  sent  out  over  the  land,  representing  eight  de- 
nominations and  prosecuting  their  work  in  sixteen  states, 
stimtdated  local  organizations,  awakened  interest,  col- 
lected facts  and  introduced  newest  methods  with  an 
immediate  and  gratifying  response. 

In  1839  a  crusade  was  undertaken  to  establish  within 
two  years  a  Sunday-school  in  every  destitute  community 
in  the  [Mississippi  valley.  At  the  end  of  the  time,  78 
missionaries  had  organized  2,867  schools,  and  the  next 
year  there  were  found  20,000  teachers  and  30,000 
scholars  in  connection  with  them  whose  confession  of 
Christ  had  been  within  the  jjrevious  nine  years. 

In  1833  a  similar  crusade  was  projected  for  the  south- 
Atlantic  states  and  Florida,  and  400  schools  were  organ- 
ized, and  1,500  added  to  the  record  in  the  Mississippi 
valley.  In  this  same  year  a  national  house-to-house 
canvass  was  planned  for  the  Fourth  of  July,  1834.  In 
18^70  the  country  was  divided  into  missionary  districts, 
eight  in  number,  in  which  the  agents  of  the  Society, 
with  smaller  fields  for  assistant  workers,  organize 
schools  as  needed  and  inspire  those  that  already  exist. 

During  the  seventy-five  years  of  its  history  the  Union 
has  organized  100,928  schools,  distributed  publications 
to  the  value  of  $9,000,000.  Its  work  has  been  fruitful 
in  conversions,  the  reported  number  for  ten  years 
approaching  7o,ooo;and  in  the  period,  1891-1869,  1,118 
churches  grew  out  of  its  work. 


558  Related  Organizations 


The  British  Sunday-School  Union* 

William  Brodie  Gurney  was  a  yotmg  Sunday-school 
teacher  in  a  suburb  of  London  in  1803.  After  an  inter- 
esting conversation  with  a  friend,  also  engaged  in 
Sunday-school  work,  he  said,  "  Your  school  is  better 
than  ours,  and  you  tell  me  that  there  are  schools  better 
than  yours.  Why  should  we  not  get  together  Sunday- 
school  teachers  and  try  to  improve,  if  possible,  our  plans 
of  instruction,  and  stimulate  others  to  open  new  schools 
in  London?  " 

The  answer  to  the  qviestion  was  the  Sunday-School 
Union,  formed  July  13,  1803.  Quarterly  meetings  of 
teachers  were  held,  annual  sermons  were  secured,  and 
the  idea  was  urged  that  every  church  should  have  a 
school.  Four  books  were  published,  the  first  of  which, 
"  A  Plan  for  the  Establishment  and  Regulation  of  Sun- 
day-schools," was  the  earliest  effort  to  grapple  with 
the  problem  of  system  and  organization  in  the  school. 
No  special  publicity  was  given  to  the  Union  until,  after 
nine  years,  it  ventured  upon  its  first  public  meeting,  a 
May  breakfast,  which  proved  a  marked  success. 

In  1813  the  first  periodical  for  teachers  was  issued 
and,  two  years  later,  by  the  South  London  Avixiliary, 
the  first  monthly  for  scholars.  In  182 1  there  were  up- 
wards of  4,000  affiliated  schools,  and  enlarged  plans  of 
efficiency  were  entered  upon. 

In  1828,  James  Gall,  of  Edinburgh,  who  was  a  special 
advocate  of  the  value  of  the  Socratic  method  of  teach- 
ing, was  brought  to  the  help  of  the  work.  He  had  great 
influence  and  success  as  a  lesson-builder,  and  while  it 
appears  now  that  his  estimate  of  the  interrogative  method 
was  an  exaggerated  one,  his  views  and  influence  were 
of  marked  value  and  stimulus  at  the    time. 

*  "  A  Hundred  Years'  Work  for  the  Children,"  being  a  sketch  of  the 
history  and  operations  of  the  Sunday-School  Union,  from  its  formation  in 
1803  to  its  centenary  in  1903.  By  William  H.  Groser,  B.  Sc.  (London), 
Senior  Honorary  Secretary.  —  London,   The  Sunday-School  Union. 


The  British  Sunday-School  Union.  559 

In  183 1  the  Union  took  advantage  of  the  jubilee  of 
the  Sunday-school  to  raise  a  fund  to  assist  in  erecting 
Sunday-school  buildings  and  in  establishing  missions, 
which  was  of  large  use. 

In  1840  there  was  begun  the  publication  of  two  lists  of 
selected  lessons  for  each  Sunday  of  the  year.  In  1874 
the  afternoon  list  was  succeeded  by  the  International 
lessofis,  in  whose  preparation  the  Union  has  a  part, 
through  the  British  section  of  the  Lesson  Committee. 

This  period  was  also  signalized  by  the  issuance  of  the 
first  teachers'  helps  and  the  promotion  of  infant  and 
senior  classes. 

In  1853  the  jubilee  was  kept  and  a  plan  matured  for 
a  suitable  home  for  the  Society.  With  it  and  the  new 
facilities  at  command,  operations  of  large  scope  were 
entered  upon,  whose  prosecution  has  been  the  work 
of  the  last  fifty  years.  In  all  these  this  ancient  society 
has  been  increasing  in  strength  and  influence. 

The  visible  signs  of  realization  have  been  in  the  crea- 
tion of  a  Sunday-school  literature,  the  suggestion  and 
inception  of  world-wide  gatherings  of  Sunday-school 
workers,  the  development  of  Sunday-school  missions 
in  seventeen  countries  in  Europe,  the  organizations  of 
the  Teachers'  Training  College  with  its  1,500  students 
in  attendance  at  a  session,  and  the  World's  Days  of 
Prayer  for  Sunday-schools.  Under  its  auspices  the 
British  section  of  the  Christian  Endeavor  Society  was 
organized ;  the  International  Bible  Reading  Association, 
which  enrolls  760,000  readers;  the  maintenance  of  a 
special  Sunday-school  evangelist  undertaken ;  and  zeal- 
ous support  given  the  Band  of  Hope  movement. 

It  maintains  also  its  philanthropies:  A  Children's 
Holiday  Home,  a  House  of  Rest  for  lady  teachers,  and  a 
Children's  Convalescent  Home. 

So  marvelous  has  been  the  fruitage  of  the  meeting  of 
two  young  Sunday-school  teachers,  interested  enough 
in  the  work  in  which  they  were  engaged  to  talk  to  each 
other  about  it. 


56o 


Related  Organizations 


J.  A.  McKamv,  d.d. 


The  Sunday-school  Editorial  Association 

J.   A.   McKAMY,    D.D. 

Though  the  production  of 
Sunday-school  literature  began 
and  has  kept  step  with  the 
Sunday-school  movement,  it  has 
been  only  quite  recently  that  a 
long-felt,  but  not  strongly-felt, 
desire  for  closer  relations  between 
those  who  are  engaged  in  this 
important  work  has  been  realized. 
For  many  years  it  has  seemed 
good  to  some  to  bring  together 
in  an  organization  the  editors  and 
publishers  connected  with  the 
various  establishments  that  are 
producing  the  lesson  helps  and  reading  papers  of  many 
kinds  which  are  now  used  very  generally  in  the  Sunday- 
schools.  Occasional  meetings  at  the  triennial  inter- 
national conventions  had  been  about  the  only  oppor- 
tunities open  for  even  so  much  as  the  cultivation  of 
personal  acquaintance  among  these  fellow-craftsmen. 
Little,  however,  was  made  of  these  slender  opportunities. 
Presbyterian,  Lutheran,  Baptist,  Congregationalist, 
United  Brethren,  and  all  the  rest,  on  both  sides  of  the 
international  boundary,  weeded  each  his  own  row, 
uninformed,  for  the  most  part,  and,  to  an  appreciable 
extent,  indifferent,  as  to  what  was  going  on  in  the  other 
rows.     But  all  this  has  been  changed. 

In  April,  1901,  a  representative  number  of  editors 
and  publishers  came  together  in  New  York  City  and 
formed  the  organization  known  as  the  Sunday-school 
Editorial  Association.  The  basis  agreed  upon  was 
broad  enough  to  provide  standing  room  for  all  editors, 
lesson-writers  and  publishers,  denominational  and  un- 
denominational, who  treat  the  International  lessons 
in  their  literature.     The    glad    hand  was  extended    to 


The  Sunday-school  Editorial  Association  561 

the  brethren  in  Great  Britain,  Australia,  India  and 
elsewhere,  as  well  as  to  those  in  the  United  States  and 
Canada.  Now  at  the  tender  age  of  four,  the  Association 
has  upon  its  membership  roll  nearly  all  the  Sunday- 
school  editors  and  publishers  in  the  wide,  wide  world. 
In  addition' to  these,  many  well-known  lesson-writers, 
who  are  neither  editors  nor  publishers,  are  enrolled 
among  the  members.  At  the  last  annual  meeting, 
which  was  held  at  Toronto,  just  prior  to  the  opening  of 
the  International  Convention,  the  constitution  of  the 
Association  was  revised  in  two  or  three  important 
particulars,  one  of  which  provides  that  on  any  vital 
question,  upon  the  demand  of  any  member,  the  decision 
shall  be  reached  by  a  poll  limited  to  one  vote  to  each 
publishing  house  represented.  Thus  in  determining  an 
important  issue  the  smaller  publishing  concerns  weigh 
as  heavily  as  the  larger. 

Long  before  the  adjournment  of  the  initial  meeting 
of  the  Association  it  was  clearly  seen  that  for  all  con- 
cerned the  organization  was  one  of  the  best  of  good 
things.  Subseqtient  annual  meetings,  which  have  been 
held  in  Denver,  Clifton,  Richmond  and  Toronto,  have 
made  notable  contributions  to  the  strength  of  this 
impression.  Great  gain  has  come  already  from  the 
delightful  fellowship  which  was  found  lying  fallow,  and 
which  has  proven  most  responsive  to  cultivation.  The 
brethren  are  finding  how  good  it  is  to  know  each  other 
this  side  of  paradise.  With  this  coming  together  each 
member  finds  himself  in  possession  of  a  new  and  greatly 
enlarged  consciousness  of  the  magnitude  and  far- 
reaching  possibilities  of  the  work  that  has  been  com- 
mitted, in  the  providence  of  God,  to  the  makers  of 
Sunday-school  literature.  At  the  same  time  each  has 
come  to  attach  a  new  value  to  his  own  work  on  account 
of  the  relations  that  it  sustains  to  the  vast  whole. 
Almost  immediately  the  discovery  was  made  that  there 
are  great  common  problems  which  may  be  met  most 
advantageously  by  the  collective  wisdom  of  the  entire 


562  Related  Orgaiiizations 

body.  It  has  been  seen  that  there  is  a  place  for 
cooperative  effort.  To  a  considerable  degree  the  accumu- 
lated resources  of  all  have  been  made  available  for  each. 
The  programs  of  the  several  annual  meetings  have  sent 
the  thought  of  the  Association  along  the  practical  and 
technical  lines  peculiar  to  the  experience  of  editors  and 
publishers.  One  result  of  this,  apparent  already,  is  a 
series  of  all-round  improvements  in  lesson-study  periodi- 
cals. Fuller  opportunity  is  afforded  for  observing  and 
reporting  upon  the  transforming  changes  that  are  taking 
place  in  the  work  of  the  Sunday-school,  both  theoreti- 
cally and  practically.  At  the  invitation  of  the  Lesson 
Committee,  the  Association  is  lending  its  advice  in 
improving  the  uniform  system  of  lessons. 

The  extent  of  the  influence  of  the  Association  is  clearly 
discerned  by  the  man  who  sees  with  only  half  an  eye. 
Collectively,  it  stands  sponsor  for  a  business  that  repre- 
sents an  investment  of  perhaps  fifteen  millions  of  dollars, 
supported  by  a  constituency  that  is  practically  co- 
extensive with  the  Sunday-school  inembership  of  North 
America,  to  say  nothing  about  that  in  other  lands,  and 
which  in  its  aggregate  annual  output  falls  only  a  little 
short  of  a  half  billion  pieces  of  Sunday-school  literatiu-e. 
Nor  is  this  all ;  it  is  through  the  collective  service  of  this 
Association  that  the  magnificent  work  of  that  great 
group  of  devoted  Christian  scholars  —  the  Lesson  Com- 
mittee —  becomes  of  practical  avail  for  the  millions. 
To  the  membership  of  this  body,  in  an  unusual  degree, 
there  is  given  the  direction  of  the  Bible  study  pursued 
by  millions  under  the  auspices  of  our  evangelical  churches 
with  all  that  it  involves.  In  the  day  of  larger  things  for 
the  organized  Sunday-school  work  in  North  America, 
those  who  have  been  intrusted  with  its  direction  recog- 
nize, among  the  "  related  organizations,"  the  command- 
ing position  held  by  this  Association. 


The  Religions  Education  Association  563 

The  Religious  Education  Association 

The  Religious  P^ducation  Association  was  organized 
by  the  Convention  for  Religious  and  Moral  Education 
which  met  in  Chicago,  Februar}^  10-12,  1903.  There 
were  present  in  the  convention  more  than  four  hundred 
eminent  educators  ministers,  editors  of  religious  papers, 
Sunday-school  workers,  officers  of  the  Yoimg  Men's 
Christian  Association  and  of  young  people's  societies, 
superintendents  and  teachers  of  public  schools,  etc. 
Fifteen  religious  denominations  were  represented.  There 
were  delegates  from  twenty-three  states  and  from 
Canada. 

The  convention  was  a  notable  one  because  of  the 
men  who  composed  it,  the  addresses  which  were  given, 
and  the  harmonious  action  which  created  the  associa- 
tion. 

The  convention  adopted  the  following  resolution  as  a 
definition  of  the  scope  and  ptu-pose  of  the    association. 

"  Inasmuch  as  an  important  service  can  be  rendered 
by  cooperation  of  workers  for  the  studying  of  problems, 
for  fiomishing  information,  for  mutual  encouragement, 
and  for  the  promotion  of  higher  ideals  and  better  nieth- 
ods,  a  new  organization  for  the  United  States  and  Canada 
has  seemed  desirable.  The  organization  should  be 
comprehensive  and  flexible.  This  will  exclude  advo- 
cacy of  the  distinctive  views  of  any  denomination  or 
school  of  opinion ;  it  will  forbid  the  limitation  of  the 
work  to  any  single  phase  of  religious  and  moral  educa- 
tion, as,  for  example,  the  Sunday-school;  it  will  prevent 
the  control  of  the  organization  by  any  section  of  the 
country,  by  those  interested  in  any  single  division  of 
the  work,  or  by  those  representing  any  one  school  of 
thoughts.  It  is  not  the  purpose  to  publish  a  series  of 
Sunday-school  lessons  or  to  compete  with  existing 
Simday-school  or  other  organizations;  but  rather  to 
advance  religious  and  moral  education  through  such 
agencies." 


564  Related  Organizations 

The  Religious  Education  Association  seeks  to  render 
such  general  assistance  as  shall  increase  the  efficiency 
of  all  individuals  and  organizations  now  engaged  in 
religious  and  moral  instruction,  serving  as  a  clearing- 
house for  ideas  and  activities,  unifying,  stimulating  and 
developing  all  those  forces  which  together  can  secure  to 
religion  and  morality  their  true  place  and  their  proper 
influence. 

The  work  of  the  Association  is  arranged  and  con- 
ducted under  seventeen  departments.  Each  depart- 
ment has  an  executive  committee  to  direct  its  activity, 
consisting  of  a  president,  a  recording  secretary,  an 
executive  secretary  and  from  three  to  seven  additional 
members. 

Each  department,  under  the  direction  of  its  execu- 
tive committee,  will  conduct  investigations  in  its  sub- 
ject, issue  reports  of  such  investigations,  prepare  and 
publish  annually  some  real  contribution  to  progress  in 
its  field,  spread  information  as  to  ideals,  facts,  methods 
and  opportunities,  hold  meetings  of  the  department 
with  special  programs  in  connection  with  the  annual 
convention  and  at  other  times,  and  in  all  ways  pro- 
mote the  work  of  the  Association. 

Three  annual  conventions  of  the  Association  have 
been  held:  Chicago,  1903;  Philadelphia,  1904;  and 
Boston,  1905,  and  the  proceedings  have  been  published 
in  book  form.  The  officers,  elected  at  Boston,  February, 
1905,  are  as  follows:  President,  W.  F.  McDowell,  D.D., 
LL.D.,  Chicago,  111.,  Bishop  of  the  Methodist  Episcopal 
Church;  First  Vice-President,  W.  H.  P.  Faunce,  D.D., 
President  Brown  University,  Providence,  R.  I.;  Record- 
ing Secretary,  Prof.  George  Albert  Coe,  Northwestern 
University,  Chicago;  Treasurer,  James  H.  Eckels,  Com- 
mercial National  Bank,  Chicago;  Chairman  Executive 
Board,  William  R.  Harper,  D.D.,  President  of  the  Uni- 
versity of  Chicago;  General  Secretary,  Dr.  Clifford  W. 
Barnes. 


ORGANIZATION    AND    METHODS 


General  Organization 

IxTERN'ATioxAL  Sundav-school  work  has  followed  in 
its  organization  hitherto  the  analog}'  of  the  political 
parties  of  the  United  States. 

The  convention,  held  triennially,  is  composed  of 
accredited  delegates  from  each  state,  territory  and 
province  of  its  constituency,  the  delegation  being  equal 
to  four  times  the  electoral  vote  of  each  state  or  territory, 
for  the  United  States,  with  a  corresponding  number  from 
other  territories  and  provinces  in  North  America.  The 
possible  number  of  such  delegates  to  the  convention  of 
1905  was  2,214. 

The  convention  elects  from  its  membership  an  official 
staff  sufficient  for  the  proper  ordering  of  the  assembly, 
consisting  of  a  president,  several  vice-presidents  and 
recording  secretaries,  whose  duties  are  those  of  the 
corresponding  officers  in  political  conventions,  and  are 
limited  to  the  convention  itself,  except  as  these  officers 
become,  ex  offlcits,  members  of  the  International  Exec- 
utive Committee,  by  which,  as  by  the  national  political 
committee,  the  constituency  is  held  in  line,  policies 
worked  out  and  the  general  interests  cared  for  in  the 
interim  of  conventions. 

The  two  great  instruments  of  the  convention  for  its 
permanent  work  are  the  Lesson  Committee  and  the 
Executive  Committee. 

The  Lesson  Committee 
The  Lesson  Committee  is  composed  of  fifteen  men 
selected  from  different  portions  of  the  field  and  the 
various  denominations  of  Christians  cooperating  in  the 
convention,  for  their  representative  positions  and 
scholarship,  for  a  term  of  sLx  years.  They  are  charged 
with  the  duty  of  selecting,  under  certain  broad  principles 
laid  down  by  the   convention,   the   texts  of  Scriptvu-e 

565 


566  Organization  and  Methods 

which  from  Sunday  to  Sunday  constitute  the  uniform 
lesson,  with  appropriate  "  Titles  "  and  "  Golden  Texts  " 
for  the  same.  No  comments  or  expositions  or  treat- 
ment of  the  lessons,  in  any  way,  are  prepared  by  this 
committee.  These  are  the  work  of  the  different  denomi- 
national Sunday-school  and  publishing  organizations, 
and  of  individual  editors  and  publishers,  who  alone  are 
responsible  for  them. 

The  Executive  Committee 
The  Executive  Committee  is  composed  of  the  officers 
of  the  convention,  ex  officiis,  and  one  member  from  each 
state,  territory  and  province  included  in  the  convention, 
with  three  members  representing  the  negroes  of  the 
South.  These  are  nominated  each  by  the  particular 
jurisdiction  he  represents,  and  elected  by  the  convention. 
This  committee  has  placed  in  its  hands,  subject 
always  to  instruction  from  the  convention,  all  the 
interests  of  the  International  work,  the  selection  of  the 
lessons  excepted.  It  employs  and  directs  the  activities 
of  all  agents  and  workers,  raises  and  expends  funds 
necessary  for  the  prosecution  of  the  work,  and,  in 
general,  organizes,  extends,  supervises  and  conducts, 
between  conventions,  the  work  heretofore  carried  on  in 
the  name  of  the  International  Sunday-school  Convention, 
and  hereafter  to  be  conducted  under  the  style  of  the 
International  Sunday-school  Association.  It  serves  also 
as  a  program  and  business  committee  for  the  meeting 
of  the  triennial  convention. 

This  committee  holds  an  annual  meeting  of  several 
days'  duration  at  some  convenient  center  and  reports  its 
doings  in  the  triennium  for  the  approval  of  the  con- 
vention. 

The  Chairman  of  the  Executive  Committee 
The    chairman    of    the    Executive    Committee    is    its 
executive  oflEicer  charged  "  to  carry  out  all  plans  of  the 
committee  as  outlined  at  its  annual  meeting,"  with  large 


General  Organization  567 

liberty  of  initiative  and  method.  He  is  bound  by  no 
written  rules,  but  is  expected  to  carry  with  him  in  his 
policies  the  judgment  and  cooperation  of  the  Committee. 

The  Central  Committee 
The  Central  Committee  is  chosen  by  the  Executive 
Committee,  chiefly  from  those  of  its  rnembers  who  may 
be  able  readily  to  meet  with  each  other  and  the  chair- 
man. Tt  meets  frequently  at  the  call  of  the  chairman, 
and  forms  for  him  a  sort  of  cabinet  for  the  consideration 
of  matters  on  which  action  is  necessary  between  the 
meetings  of  the  Executive  Committee. 

The  Treasurer 
The  Treasurer,  with  the  assistance  of  the  Finance 
Committee,  has  the  responsibility  of  collecting  the 
pledges  for  the  support  of  the  work  made  at  the  conven- 
tion, and  of  enlarging  the  same  to  meet  its  needs,  and  of 
gtiarding  the  wise  and  careful  expenditure  of  funds. 

Departmental  Organization 
The  growing  policy  of  the  Executive  Committee, 
approved  by  successive  conventions,  has  been  to  organize 
the  work  under  their  charge,  as  the  occasion  seemed  to 
demand,  into  "  departments  "  each  of  which  may  have 
a  development  and  an  organization  of  its  own,  as  the 
range  and  the  significance  of  its  work  are  recognized, 
and  pointing  the  way  to  the  ultimate  arrangement  of  the 
work  in  its  great  and  naturally  coordinated  sections. 
The  departments  already  authorized  and  in  different 
stages  of  development  are ;  (i)  The  Primary  Department ; 
(2)  the  Home  Department;  (3)  the  Field  Workers' 
Department;  (4)  the  Department  of  Education. 

Officers  and  Agents  Appointed  b\'  the  Executive 
Committee 
Thus  far  the  Executive  Committee  in  the  discharge  of 
its  trust  has  appointed  secretaries,  field  workers,  com- 
missions and  committees. 


568  Orgatiization    and  Methods 

The  secretaries  and  field  workers  are  salaried  repre- 
sentatives of  the  committee ;  the  commissions  and 
committees  serve  without  remuneration  and  usually  at 
their  own  charges. 

The  General  Secretary  has  charge,  under  the 
direction  of  the  chairman  of  the  Executive  Committee, 
of  field  work  and  directs  the  movements  of  field  workers, 
spending  a  large  portion  of  his  own  time  in  attendance 
upon  conventions.  He  conducts  the  correspondence, 
gathers  the  statistics  and  circulates  the  literature  of  the 
Association. 

Department  Secretaries.  —  When  fully  organized, 
each  department  will  be  in  charge  of  a  secretary  or 
superintendent  responsible  for  its  efficiency  and  having 
the  aid  of  expert  service.  At  present  the  Primary 
Department  is  the  only  one  that  has  reached  this  state 
of  efficiency,  and  its  success  is  the  justification  of  the 
extension  of  the  method  as  rapidly  as  may  be  expedient 
to  other  forms  of  the  work.  In  the  Department  of 
Education  the  special  work  of  teacher-training  is  in 
charge  of  a  secretary  who  also  serves  as  field  worker. 

The  Field  Workers,  of  whom  in  the  last  triennium 
four  were  commissioned,  attend  and  aid  in  conventions 
throughout  the  International  field,  or  in  special  portions 
of  it,  under  the  direction  of  the  general  secretary. 

Commissions  are  distinguished,  in  general,  from  com- 
mittees in  being  composed  in  part  of  persons  who  are 
not  members  of  the  Executive  Committee,  but  no  very 
special  care  has  beeen  taken  to  observe  the  distinction. 
During  the  past  triennium  there  have  been  two  of  these 
bodies,  one  upon  work  in  Japan,  and  the  other  upon 
work  in  the  West  India  Islands. 

The  Committees  of  permanent  standing  are  eight  in 
number,  and  the  work  with  which  they  are  charged  is 
sufficiently  indicated  by  their  names.  They  are,  first,  the 
three  committees  having  the  oversight  of  departments: 
Primary,  Home  and  Education.  Second,  the  two 
Missionary  Committees,  on  work  among  Negroes  in  the 


General  Organization 


569 


South  and  on  Mexico.  Third,  the  three  special  com- 
mittees, on  Theological  Seminaries,  Adult  Bible  Classes, 
the  International  Bible  Reading  Association. 

All  this  measure  of  organization  has  been  a  develop- 
ment without  constitution  or  written  rule.  Demands 
have  been  met  as  they  have  arisen  with  the  wisdom  given 
at  the  time.  The  present  nomenclature  may  not  be 
exact  or  at  all  points  self-consistent.  It  certainly  will 
not  be  affirmed  that  the  present  organization  is  fully 
adjusted  to  the  new  opportunities  that  are  pressing  upon 
the  Association. 

But  it  is  to  be  said  with  gratitude  for  the  overruling 
guidance  of  the  Almighty  and  with  thankful  recognition 
of  the  great  souls  he  has  given  for  its  leaders,  that  in  its 
simplicity  and  absolute  flexibility  it  has  been  found 
adequate  for  wonderful  success. 


TlBEKI  AS     AND     IHI-     Si:A     i.l      ft  A  1   I  1   I- I-. l.;r.4 

"After  these  things   Jesus  went   over  the  Jjea   <>t  Galilee,  wliich  is  the  Sea  of 
Tiberias." —  John  6  :  i 

(From  Glimpses  of  Bible  Latuis) 


57°  Organization  and  Methods 

The  Primary  and  Junior  Department 

Mrs.  J.  W.  BARNES 

The  International  Executive  Committee  divides  the 
work  of  the  Association  into  sections,  placing  in  charge 
of  each  a  committee  selected  from  its  own  body.  The 
Primar}'  and  Junior  Department  differs  from  the  other 
division  in  that  its  work  is  more  complex,  covering  as 
it  does  three  departments,  —  Beginners,  Primary  and 
Junior,  —  each  of  which  has  its  own  special  problems  and 
difficulties.  For  this  reason,  and  in  order  that  the 
Primary'  Committee  may  plan  wisely  for  these  grades, 
they  have  associated  with  them  three  advisory  members 
who  have  both  technical  and  experimental  knowledge. 
These  members  are  selected  from  the  elementary  teachers 
at  large  and  nominated  according  to  the  following  reso- 
lution: 

Resolved,  that  subject  to  the  approval  of  the  Execu- 
tive Committee  of  the  International  Sunday-school 
Association,  this  body,  composed  of  one  representative 
from  each  state  and  province  appointed  b}^  the  state 
or  province,  which  has  been  called  the  Executive  Com- 
mittee of  the  Primary  Department,  be  hereafter  known 
as  the  Elementary  Covmcil  of  the  International  Sunday- 
school  Association.  This  covmcil  shall  meet  triennially 
at  the  time  of  the  International  Convention  and  elect 
a  committee  of  three  to  serve  as  an  advisory  committee 
with  the  Elementary  Committee  appointed  by  the  Inter- 
national Executive  Committee  /n  the  supervision  of  the 
elementary  grades.  One  member  of  this  committee 
shall  be  elected  chairman  of  this  Elementary  Cotmcil. 

To  carry  out  the  plans  of  this  joint  committee,  the 
International  Executive  Committee  has  a  special  secre- 
tary, at  present  known  as  the  Primary  and  Jtmior  Sec- 
retary, whose  whole  time  is  devoted  to  the  work  in 
field  and  office.  The  ideal  will  be  reached  when  each 
state  and  province  is  provided  with  a  similar  organiza- 
tion under  its  own  executive  committee,  each  provided 


Tlie  Primary  and  Junior  Department  571 

with  a  secretary  or  superintendent  through  whom 
commvinication  may  be  had,  for  only  under  these  con- 
ditions can  the  benefits  of  the  International  Association 
be  felt  in  every  part  of  the  field. 

The  work  of  the  department  is  carried  on  by  means  of 
a  system  of  conventions,  through  correspondence  and 
the  distribution  of  printed  matter.  The  aim  of  the  com- 
mittee is  to  have  one  of  its  representatives  at  each  state 
and  provincial  convention,  that  by  personal  contact 
with  the  state  and  provincial  organization  and  its  de- 
partment secretary'',  their  plans  may  be  adapted  to  local 
conditions.  When  the  Primary  and  Jtmior  Secretary  is 
that  representative,  in  addition  to  meeting  the  Execu- 
tive Committee,  conferences  are  held  with  the  depart- 
mental secretary,  and  those  who  represent  the  atixiliary 
organization,  that  is,  the  county  and  to\\Tiship  secre- 
taries in  charge  of  the  elementary  work,  and  the  leaders 
of  Unions.  From  the  platform  as  well  as  in  conference, 
both  the  inspirational  and  the  technical  side  of  the  work 
is  presented. 

Through  correspondence  the  departmental  office  aims 
to  keep  the  state  and  provincial  department  heads  in- 
formed concerning  the  plans  of  the  Primary  Committee, 
and  to  bring  to  their  attention  the  best  methods  in 
operation  in  other  states  and  provinces,  and  through  a 
system  of  reports  the  office  is  enabled  to  keep  the  Pri- 
mary Committee  informed  concerning  the  work  being 
done  on  the  field  both  by  the  state  and  provincial  de- 
partments and  by  the  representative  sent  out  by  the 
International  Executive  Committee.  While  the  aim  of 
the  office  is  to  operate  so  far  as  possible  through  the 
state  or  provincial  department,  it  naturally  follows  that 
much  individual  correspondence  is  necessary. 

Leaflets  on  different  phases  of  the  work  have  been 
prepared  and  are  sent  out  in  limited  quantities  to  the 
state  and  provincial  organizations  upon  request.  Those 
wishing  large  quantities  order  them  with  their  own  state 
or   provincial    imprint    and   get    them    at    cost.     These 


572  Organization  and  Methods 

leaflets  include  the  Cradle  Roll,  Outline  of  Supplemental 
Lessons,  Suggestions  for  County  Superintendents, 
Training  Covirse,  Manual  for  Graded  Unions  and  Round 
Tables  for  Convention  use. 

The  creation  of  the  state  or  provincial  departmental 
organization,  when  perfected  so  that  it  reaches  into  each 
county  and  township,  makes  it  possible  for  each  local 
school  to  know  the  best  things  that  are  done  in  other 
schools,  and  also  to  pass  on  to  others  the  solution  of 
problems  through  which  they  have  struggled.  The 
organization  thus  becomes  a  clearing  house  for  the  best 
ideas  and  methods  and  a  means  of  stimulating  all  lines 
of  activity  which  relate  to  the  religious  training  of  the 
young. 

The  complete  Sunday-school  is  one  which  meets  the 
needs  of  every  individual  at  each  stage  of  his  develop- 
ment, and  provides  for  its  own  perpetuation  as  an  insti- 
tution. To  assist  in  bringing  about  this  ideal,  our 
Department  realizes  the  need  of  establishing  foundations, 
and  to  this  end  desires  in  each  school  a  Cradle  Roll  for 
the  children  under  three,  a  beginners'  class  or  depart- 
ment for  pupils  from  three  to  five,  an  organized  Primary 
Department  for  those  from  six  to  eight,  while  for  the 
juniors,  whose  ages  range  from  nine  to  twelve,  a  sepa- 
rate organization  is  essential  if  the  highest  spiritual 
results  are  to  be  attained. 

The  bettering  of  local  conditions  for  teaching,  such 
as  separate  rooms  for  instruction,  the  segregation  of 
departments,  the  use  of  pictiires,  blackboards,  manual 
work  for  Juniors,  the  improvement  of  the  teaching  and 
the  establishment  of  such  grade  studies  as  shall,  with 
the  lesson  teaching,  meet  the  needs  of  each  pupil,  are 
constantly  kept  before  the  workers. 

Realizing  that  the  teacher  needs  special  preparation 
for  her  task,  we  aim  to  have  each  one  a  graduate  or  a 
student  of  some  training  cotirse,  either  denominational, 
or  state  or  provincial ;  but  as  all  such  courses  lacked 
the     technical     instruction     necessary     for    elementary 


TIic  Primary  aud  Junior  Department  573 

teachers,  we  outlined  an  International  Primary  Course 
six  years  ago.  At  Toronto  a  special  committee  was 
appointed  to  broaden  this  course  by  suggesting  several 
books  for  research  under  each  topic  and  preparing  a 
series  of  questions  as  a  guide  to  study. 

But  the  best  training  for  teachers  comes,  not  through 
the  study  of  a  training  cotirse  alone,  but  when  in  addition 
the  teacher  may  have  the  benefit  of  experimentation 
in  teaching  before,  and  of  weekly  conference  with, 
teachers  of  a  similar  grade.  To  meet  this  need  the 
Primary  Union  sprang  into  existence  in  1870.  Since 
then  the  Union  has  been  a  mighty  factor  in  bringing 
about  the  important  changes  which  have  taken  place 
in  relation  to  the  elementary  grades. 

Satisfied  at  first  with  the  mere  weekly  preparation  of 
the  lesson,  the  members  soon  began  to  reach  out  after 
teaching  principles  rather  than  methods,  and  then  as 
the  summer  schools  and  institutes  broadened  the  horizon 
of  effort  and  achievement,  the  Union  has  become  not 
only  a  place  where  needs  are  met,  but  where  they  are 
anticipated.  For  instance,  the  introduction  of  the 
Beginners'  Course  of  lessons  is  the  final  result  of  years 
of  instruction  and  training  in  the  Union  which  enabled 
the  teachers  to  understand  the  nature  and  needs  of  the 
yoiinger  children.  The  summer  school,  also,  is  a  direct 
out -growth  of  the  Union,  as  are  also  the  two-  and  three- 
day  institutes  held  for  the  teachers  of  the  elementary 
departments. 

While  the  programs  of  the  Unions  throughout  the 
field  vary  in  kind,  the  same  principles  characterize  all 
of  them.  The  continued  life  and  growth  of  these 
Unions  is  dependent  upon  the  fact  that  from  the  very 
beginning  they  have  been  banded  together  in  an  inter- 
national relationship,  which  has  since  broadened,  so 
that  while  the  International  Primary  Department  is  still 
the  head,  the  Unions  are  also  affiliated  with  the  county 
and  state  or  provincial  associations. 


574  Organization  and  Methods 

The  Home  Department 

W.  A.  DUNCAN,  Ph.D. 

Chairman  of  tlie  Home  Department 

I.  Its  Evangelistic  Side.  — ■  The  original  idea  of 
the  Home  Department  of  the  Sunday-school  is  a  mis- 
sionary one,  to  reach  out  after  the  masses.  As  they 
would  not  come  to  the  Sunday-school,  it  was  proposed 
that  the  Sunday-school  should  reach  out  after  them, 
and  this  was  to  be  accomplished  through  the  work  of 
the  Home  Class  Visitor  and  the  recognition  of  full 
membership   in   the   main   Sunday-school. 

The  work  of  the  Home  Department  is  an  attempt  in 
part  to  revive  the  Apostolic  practice  of  going  to  the 
people,  and  to  obey  the  command,  "  to  go  out  into  the 
byways  and  highways  and  compel  them  to  come  in." 
When  intelligently  developed,  this  method  offers  great 
opportunities  for  solving  the  problem  of  reaching  the 
unchurched  and  needy  portions  of  our  communities. 

n.  Its  Purpose.  —  Its  purpose  is  to  encourage  the 
systematic  study  of  the  Bible  among  those  who  for 
any  reason  cannot  attend  the  regular  session  of  the 
school.  The  hope  of  the  movement  is  in  personal 
contact  through  house-to-house  visitation. 

The  evangelized  parish  is  said  to  be  one  where  every 
person  has  been  made  to  feel  that  both  God  and  his 
people  want  him  and  are  seeking  him  with  a  persist- 
ency that  will  not  accept  of  denial.  When  the  Sunday- 
school,  through  the  Home  Class  Visitor,  shall  have 
carried  the  Bible  to  every  soul  in  the  parish,  and  offered 
every  opportunity  of  systematic  study  through  the 
classes  in  the  school  and  in  the  home,  and  added  thereto 
the  encouragement  of  loving  persuasion  and  efficient 
Bible  teaching,  it  will  have  done  a  great  deal  toward 
the  evangelization  of  the  parish. 

III.  Its  Motive.  —  The  motive  for  the  organization 
and  development  of  this  work  is  from  the  great  com- 
mission to  preach  and  teach  the  gospel  to  every  creature. 


The  Home  Department  575 

Until  it  was  organized,  the  Sunday-school  was  not 
fulfilling  its  obligations  under  the  Great  Commission, 
for  it  offered  no  opportunity  for  Sunday-school  mem- 
bership to  those  who  could  not,  or  would  not,  attend 
the  regiilar  sessions  of  the  Sunday-school.  By  a  change 
in  the  basis  of  Stmday-school  membership  in  1881, 
resulting  in  the  recognition  of  home  class  students  as 
members  of  the  Svmday-school,  the  parish  became  the 
field  of  operation,  and  Svmday-school  membership 
included  all  those  who  became  members  and  studied 
their  lessons  either  at  home  or  in  the  main  departments, 
the  study  of  the  Word,  as  well  as  attendance  at  the 
school,  being  regarded  as  the  basis  of  membership. 
Ever\'  school  which  organizes  such  a  Department  makes 
it  possible  for  those  outside  to  become  members  of 
that  school  and  receive  all  the  rights  and  privileges 
which  such  membership  offers.  It  is  not  entirely  a 
question  of  membership,  but  of  attitude  toward  the 
unevangelized,  for  experience  has  shown  that  there 
are  vast  numbers  of  people  who  upon  wise  and  patient 
invitation  will  gladly  join  in  systematic  Bible  study. 
In  this  Department  everything  centers  aroiond  the  study 
of  the  lesson,  and  it  was  to  encoiirage  this  study  of  the 
lesson  and  of  the  Bible  in  connection  with  the  lesson, 
that  the  membership  was  enlarged  and  visitors  ap- 
pointed to  visit  homes  and  make  reports  to  the  regular 
Sun  day-school . 

IV.  Its  Methods.  —  Its  methods  are  simple,  easy  to 
understand  and  to  follow.  The  pastor  usually  preaches 
a  sermon  on  Bible  study  in  the  home,  calling  attention 
to  its  importance.  Men  or  women,  called  visitors, 
are  appointed  and  given  districts  to  visit,  with  the 
request  that  they  secure  pledges.  The  parish  is  fre- 
quently divided  into  districts,  and  there  are  as  many 
visitors  assigned  to  the  work  as  there  are  districts. 
Ten  or  twelve  houses  well  looked  after  are  better  than 
twenty  or  thirty  hurriedly  called  upon.  Whether  the 
home  class  is  large  or  small,  it  should  not  be  large  enough 


576  Organization  and  Methods 

to  prevent  the  visitor  from  becoming  thorough!}-  ac- 
quainted with  all  the  people  in  the  district.  The  visi- 
tors should  recommend  those  who  have  preferences 
for  other  denominations  to  their  respective  churches. 
The  home  class  members  should  recognize  the  visitor 
as  their  teacher,  from  whom  they  are  to  receive  pledge 
cards  and  envelopes,  returning  the  same  to  him  or  her 
at  the  end  of  the  quarter.  Where  Home  Departments 
are  connected  with  churches,  the  superintendent  of 
the  Sunday-school  should  obtain  the  hearty  coopera- 
tion of  the  pastor  and  officers  of  the  church,  and  all 
plans  and  appointments  shoiold  be  submitted  to  them 
for  approval.  The  superintendent  of  the  Sunday-school 
should  appoint  some  earnest  and  intelligent  person  as 
the  superintendent  of  the  Department,  and  this  super- 
intendent should  secure  the  visitors  and  divide  into 
districts  the  territory  to  be  covered,  reports  being  made 
quarterly  from  these  districts  to  the  superintendents  of 
the  Sunday-schools,  the  same  as  from  every  other 
department  of  the  school.  In  fact,  it  should  be  recog- 
nized —  every  phase  of  its  existence  —  as  the  organic 
part  of  the  Sundaj'-school,  subject  to  all  its  duties  and 
entitled  to  all  its  privileges. 

V.  Its  Results.  —  The  results  of  this  work,  when 
successfully  carried  on,  are:  the  promotion  of  Bible 
study;  the  increase  of  attendance  on  the  main  school 
and  upon  the  services  of  the  church ;  the  increase  of 
contribution  to  the  benevolent  and  missionar}^  work 
of  the  church ;  salvation  of  souls ;  increase  of  church 
membership,  and  development  of  Christian  character. 

(  The  statistics  of  the  Home  Department  will  be  found 
in  the  pages  of  the  General  vSecretary's  statistics.  See 
apfjendix. ) 


IJoitsc   \'isitat{on 


577 


HfGH  Cork 


House  Visitation  to  Reach  the  Unreached 

HUGH  CORK 

There  are  multitudes  of  people 
who  never  go 'to  church,  and  there 
are  more  children  and  yoting  people 
outside  the  Sunday-school  than  in, 
according  to  the  most  reliable  sta- 
tistics. How  may  these  be  induced 
to  connect  themselves  with  some 
church,  or  at  least  how  may  the 
Church  discharge  her  obligation  to- 
\vard  reaching  them?  Experience 
has  proven  that  house-to-house  visi- 
tation is  a  most  excellent  method 
in   this   direction. 

House  visitation  is  an  organized,  cooperative  effort, 
made  on  a  single  day  by  the  Sunday-schools  and  churches 
of  a  community  for  the  purpose  of  reaching  these  un- 
reached ones.  This  one-day  visitation  is  simply  to 
save  time,  energy  and  expense,  besides  reducing  de- 
nominational friction  to  a  mnnimum.  This  method  is 
intended  to  begin  the  work,  only,  and  each  local  church 
is  to  carry  it  on  in  its  own  way. 

Withovit  this  cooperative  visitation  no  church  can 
possibly  find  every  one  who  prefers  its  standards,  but 
with  it  a  direct  line  can  be  made  from  each  local-  church 
to  the  homes  preferring  it,  and  no  church  need  hereafter 
waste  time  in  calling  at  homes  where  the  people  have 
decided  preferences  for  other  churches.  Further  than 
this,  after  such  a  one-day  investigation  and  invitations 
extended  to  attend  the  church  of  their  choice  no  person 
can  say,  "  Xo  man  cares  for  my  soul." 

The  plan  is  a  simple  one.  A  circtilar  explaining  all 
the  details  may  be  secured  by  addressing  General  Secre- 
tary Lawrance,  Toledo,  Ohio.  The  plan  as  outlined 
in  the  circular  will  need  to  be  adapted  to  each  community 
to  be  worked,  but  in  general  its  suggestions  are  helpful, 


SyS  Organization  and  Methods 

being  the  result  of  more  than  a  hundred  visitations  in 
cities  large  and  small. 

Where  visitations  have  failed  to  meet  the  expectations 
of  those  who  were  looking  for  greater  results  is  where  a 
wrong  idea  of  the  purpose  of  the  visitation  was  gotten 
at  the  beginning.  The  "  business  directory  "  man 
makes  a  canvass  of  a  city  and  classifies  all  its  business 
houses,  so  that  the  wholesale  distributors  can  send 
their  men  to  a  city  and  even  before  he  goes  they  can, 
by  means  of  this  business  directory,  tell  him  at  just 
what  houses,  on  just  what  streets,  he  will  have  to  call, 
and  knowing  how  miany  houses  he  can  work  each  day 
they  can  send  word  to  the  retailers  in  the  next  town 
just  when  their  representative  will  arrive.  What  good 
would  this  business  directory  do  these  wholesalers  if 
they  simply  told  the  directory  man  to  leave  an  invita- 
tion to  call  at  their  wholesale  house?  But  each  busi- 
ness man  knows  what  a  help  it  is  to  know  just  where 
the  people  "  in  his  line  "  operate,  and  he  soon  does  the 
rest.  This  is  precisely  the  purpose  of  these  one-day 
visitations.  Not  to  publish  a  directory  of  the  prefer- 
ences of  all  denominations,  but  to  give  to  each  local 
church  the  names  and  addresses  of  all  the  people  in  the 
community  who  prefer  its  services. 

The  afterwork  of  these  one-day  visitations  is  the  work 
that  counts,  and  those  churches  most  particular  in  this 
are  loudest  in  their  praise  of  house-to-house  visitation. 
One  such  church  in  my  own  state  reports  that  of  113 
scholars  found  on  visitation-day  for  their  Sunday-school, 
they  have  106  of  them  on  their  school  roll  two  years 
after.  A  method  adojDted  by  one  church  in  my  own 
city  is  to  group  all  who  prefer  its  services  by  "  Ward  " 
and  "  Section,"  the  latter  meaning  about  four  "  squares  " 
or  "  blocks."  One  or  more  sections  or  sometimes  a 
whole  ward  (according  to  the  number  of  their  families 
living  in  the  area)  is  put  under  the  supervision  of  one 
person,  either  an  officer  of  the  church,  or  simply  a 
member,  and  these  persons  keep  in  close  touch  with  all 


House   Visitation  579 

the  families  in  their  territory  and  watch  for  new  ones 
moving  in.  If  any  do  not  come  to  the  chvirch  services 
regularly  they  are  looked  up.  If  the  pastor  is  needed 
for  special  cases  he  is  soon  there.  This  does  not  take 
the  jjlace  of  pastoral  visitation  by  the  pastor  himself, 
but  it  does  keep  the  membership  of  the  chxirch  visiting 
among  themselves,  which  is  so  needed  in  these  times. 

I  believed  in  house-to-house  visitation  as  set  forth 
above  five  years  ago,  but  I  believe  in  it  more  to-day 
than  ever,  and  the  day  is  not  far  distant  when  it  will 
be  used  and  appreciated  more  than  it  has  ever  been. 

For  further  information  concerning  house-to-house 
visitation,  consult  your  denominational  publishing 
houses,  or  address  your  state  or  provincial  association. 

House  Visitation  Leaflet  No.  i,  giving  in  detail  the 
plan  of  the  work,  will  be  sent  free  on  request,  by  Marion 
Lawrance,  General  Secretary,  Toledo,  Ohio. 


A  Primary  and  Junior  Union 

Is  a  company  of  two  or  more  primary  and  junior  teach- 
ers, representing  different  Sunday-schools,  banded  to- 
gether for  any  or  all  of  the  following  purposes : 

1.  To  provide  for  the  exposition  and  presentation  of 
the  Sunday-school  lesson. 

2.  To  pursue  suitable  courses  of  study  and  discuss 
topics  relating  to  the  class  work. 

3.  To  increase  the  efficiency  of  the  work,  by  united 
prayer  and  conference,  both  with  each  other  and  the 
members  of  other  unions. 

4.  To  promote  mutual  acquaintance  and  fellowship 
among  the  primary  and  junior  teachers  of  the  vicinity. 

5.  To  assist  in  all  interdenominational  movements 
which  \y\\\  further  the  work  of  the  Sunday-school. 


580  Organization  and  Methods 


The  Development  of  the  Field  Workers'  Department 

Rev.   E.  MORRIS  FERGUSSON 

The  idea  of  bringing  together  the  field  workers  and 
officers  of  the  various  state,  territorial  and  provincial 
Sunday-school  associations  into  an  annual  conference 
for  mutual  helpfulness  and  the  creation  of  a  standard 
of  workmanship  was  first  proposed  by  Mr.  William  J. 
Semelroth,  at  Chautauqua,  N.  Y.,  in  August,  1892. 
The  occasion  was  the  annual  miceting  of  the  International 
Executive  Comm.ittee.  The  place  was  the  porch  of  the 
Hotel  AthencEurn.  The  opportunity  was  found  in  the 
presence  of  a  number  of  state  and  provincial  secretaries, 
who  had  come,  at  the  invitation  of  Mr.  B.  F.  Jacobs, 
to  counsel  with  the  Committee.  A  modest  petition  for 
permission  to  form  such  an  organization,  signed  by 
about  twenty  workers,  was  presented  to  the  Committee 
and  heartily  approved.  The  petitioners  met  the  same 
evening,  organized,  elected  W.  J.  Semelroth,  of  Missouri, 
president,  and  Rev.  Samuel  I.  Lindsay,  of  Iowa,  secre- 
tary, and  named  in  addition  Marion  Lawrance  and  M. 
H.  Reynolds  to  constitute,  with  the  officers,  the  program 
committee. 

The  first  conference  was  held  a  j^ear  later,  August  30, 
1893,  at  St.  Louis,  as  the  first  day's  session  of  the  Seventh 
International  Convention.  Besides  presenting  a  strong 
conference  program,  the  meeting  elected,  as  officers  for 
the  triennium,  Marion  Lawrance,  president;  Miss  Mamie 
F.  Huber,  secretary,  and  a  program  committee  of  three: 
E.  M.  Fergusson,  Alfred  Day  and  Rev.  FI.  M.  Hamill. 
It  also  adojjted  resolutions  m.aking  these  the  executive 
committee,  appointing  the  International  Convention  as 
the  time  for  holding  each,  regular  meeting,  and  providing 
for  annual  informal  conferences  in  connection  with  the 
meetings  of  the  International  Executive  Committee. 
A  voluntary  offering  was  received  and  handed  to  the 
secretary  for  expenses.     The  proceedings  were  printed 


Field  Workers'  Department  581 

and  widely  distributed,  both  separately  and  as  part  of 
the  Convention  report. 

Pursuant  to  the  plan  thus  outlined,  helpful  conferences 
were  held  at  Chautauqua  in  1894  and  1895,  Mr.  Law- 
rance  presiding.  The  field  workers,  however,  felt 
themselves  at  a  disadvantage,  August  not  being  a  con- 
venient month  for  them,  and  their  proceedings  being 
liable  to  interruption  or  suspension  at  the  pleasure  of 
the  Executive  Committee,  whose  greater  importance 
and  prior  right  to  the  precious  hours  none  was  disposed 
to  question.  In  1896,  when  the  question  of  reorgani- 
zation came  up  at  the  Boston  meeting,  it  seemed  to  the 
leaders  that  either  the  movement  should  be  abandoned 
or  a  closer  organization  should  be  formed.  The  latter 
course  was  agreed  on.  Alfred  Day,  of  Ontario,  was 
m.ade  president  and  Miss  Huber  was  re-elected  secretary. 
The  secretary  began  at  once,  as  directed,  to  gather  a 
membership  roll  and  to  collect  annual  dues,  and  soon 
had  the  treasury  in  shape  for  work. 

Abandoning  the  joint  conference  plan,  the  Executive 
Committee  called  and  successfully  conducted  the  fourth 
annual  conference  of  the  Field  Workers'  Association,  as 
it  was  now  properly  called.  This  was  held  at  Louisville, 
Ky.,  January  19-21,  1897.  Of  the  seventy-two  mem- 
bers reported  by  the  secretary,  twenty-seven  attended. 
The  proceedings  v.ere  duh'  issued  and  proved  a  useful 
document. 

The  fifth  conference  was  held  at  Plainfield,  N.  J., 
January  18-20,  1898.  Thirty-eight  members  attended. 
The  otherwise  stimulating  and  practical  program  was 
somewhat  marred  by  an  extended  discussion  on  the 
right  of  tlie  field  workers  to  have  an  organized  associa- 
tion, meeting  at  a  time  convenient  to  itself,  but  not  to 
the  International  Executive  Committee,  controlling  a 
treasury  of  its  own,  paying  out  money  —  as  had  been 
done  —  for  part  of  the  traveling  expenses  of  its  own 
program  committee,  and  liable  to  act  in  opposition  to 
the  will  of  the  International  Executive  Committee  and 


582  Organization  and  Methods 

its  chairman.  The  defense  to  this  attack  was,  that  no 
person  was  admitted  to  membership  who  was  not  re- 
sponsible to  the  International  Convention  or  one  of  its 
auxiliaries;  that  no  money  was  raised  other  than  the 
voluntary  dues  of  the  members;  that  the  expenditures 
made  v/ere  legitimate;  and  that  the  strengthening  of 
the  organization  and  the  separateness  of  its  meetings, 
so  far  from  being  symptoms  of  disloyalty,  were  necessary 
in  order  to  giye  the  association  strength  to  do  its  work. 

The  next  regular  meeting,  preceding  the  Ninth  Inter- 
national Convention  at  Atlanta,  in  1899,  nearly  proved 
a  failure  as  a  conference,  owing  to  delayed  excursion 
trains  and  the  almost  continuous  discussion  of  business 
matters.  Miss  Huber,  now  Mrs.  Fergusson,  withdrew 
as  secretary,  and  her  six  years  of  faithful  and  voluntary 
service  were  suitably  recognized.  Mr.  Day  was  re- 
elected president  and  E.  M.  Fergusson  was  elected  sec- 
retary; but  both  declined  to  serve  unless  the  relation 
of  the  Association  to  the  International  Executive  Com- 
mittee could  be  cleared  ujj  and  the  imputation  of  dis- 
loyalty effectually  removed.  A  conference  committee 
was  appointed,  which  canvassed  the  subject  with  care 
and  reported  an  amended  basis  of  organization,  with 
the  name  changed  to  "  The  Field  Workers'  Department 
of  the  International  Sunday-school  Convention,"  and 
the  scope  and  limitations  of  its  activity  carefully  defined. 
These  changes  were  unanimously  and  heartily  approved 
on  both  sides,  and  the  International  Executive  Com- 
mittee gave  the  newly-christened  Department  their 
God-speed  in  its  labors  for  the  education  of  the  workers 
in  the  International  field. 

The  object  of  the  organization,  as  defined  at  this  time, 
is,  "  to  bring  together  its  members  for  mutual  helpful- 
ness, through  the  holding  of  meetings,  the  discussion 
and  advocacy  of  methods  of  field  work,  and  the  circula- 
tion of  literature  in  connection  therewith." 

Excellent  conferences,  of  high  educational  value,  and 
embodying  papers  and  discussions  of  permanent  worth, 


Field  Workers'  Department  583 

were  held  at  Toledo,  in  January,  1900,  and  at  Baltimore, 
in  January,  1901.  Each  of  these  was  later  perpetuated 
in  a  published  report.  The  Baltimore  conference  was 
made  noteworthy  through  the  presentation  of  Dr. 
Hamill's  able  paper  on  the  history  of  the  International 
lesson  system. 

At  Denver,  in  1902,  a  far-reaching  change  in  the 
Department's  method  was  made.  Instead  of  one  annual 
conference,  it  was  voted  to  hold  several  in  each  inter- 
conventional  year,  so  as  to  reach  the  whole  field  and  not 
the  eastern  section  only.  Three  v%^ere  accordingly  held 
in  the  winter  of  1903,  at  Indianapolis,  Oklahoma  City, 
and  Atlanta,  Chairman  Hartshorn  and  Secretary  Law- 
rance  being  present  at  all.  An  attempt  was  also  made 
to  arrange  for  one  or  more  on  the  Pacific  slope,  but  all 
that  could  be  done  was  to  hold  a  series  of  conferences, 
led  by  W.  C.  Pearce  and  Mrs.  J.  W.  Barnes,  in  connection 
with  the  state  conventions.  The  direction  of  these  was 
properly  turned  over  to  the  International  office.  In 
January  and  February,  1904,  other  conferences  were 
held  at  Portland,  Me.,  and  Minneapolis;  and  at  Phila- 
delphia a  combined  conference  and  institute  was  held 
for  six  days.  The  triennial  conference  of  1905,  at  To- 
ronto, is  otherwise  reported  in  this  volume. 

Among  the  many  services  already  performed  by  this 
faithful  and  loyal  auxiliary  of  the  great  international 
organization  may  be  mentioned  the  formulation  of  a 
standard  of  field  organization  (see  Report  of  1897); 
the  managing  of  the  annual  club  subscription  to  the 
association  papers,  whereby  members  may  keep  in 
monthly  touch  with  most  of  the  field;  the  frequent 
collections  and  exchanges  of  association  printed  matter ; 
the  steady  development  and  standardization  of  those 
methods  and  principles  which  constitute  the  art  and 
the  science  of  Sunday-school  field  organization;  and 
the  Christian  fellowship  and  uplift  that  has  made  the 
conferences  mean  so  much  to  the  discouraged  and 
isolated  worker. 


584  Organization  and  Methods 

The  Department  of  Education 

This  last  shoot  from  the  International  stock  seems  to 
many  to  be  of  very  special  promise.  Certainh',  no 
development  of  organized  work  in  recent  years  has  been 
greeted  with  such  satisfaction,  especially  among  college 
people  and  trained  men  and  women,  as  the  creation  by 
the  International  Executive  Committee  of  the  Depart- 
ment of  Education,  without  definition  or  limitation,  but 
with  freedom  to  find  itself.  It  was  accepted  as  a  sign 
that  the  International  leadership  was  awakening  to  the 
strength  of  the  demand,  that  while  no  less  emphasis 
should  be  placed  on  Evangelism,  proper  and  comparative 
emphasis  should  be  placed  on  Education,  and  that  hence- 
forth the  man  whose  chief  interests  were  in  the  problems 
of  religious  education  was  to  be  welcome  at  the  Inter- 
national Board. 

When,  therefore,  the  Executive  Committee  at  its 
meeting  at  Winona  in  1903  created  the  Department  of 
Education  it  was  possible  to  call  into  service,  as  the 
comrnittee  in  charge  of  the  department,  not  only  chosen 
men  of  its  own  number,  but  in  addition  to  these,  repre- 
sentative Christian  men  from  higher  institutions  in  the 
East  and  West  and  South. 

The  new  department  put  itself  at  once  into  relations 
of  correspondence  with  the  educational  departments  of 
the  various  denominations  and  with  the  teacher-training 
departments  of  the  various  state  and  provincial  asso- 
ciations, to  make  it  understood  that  it  had  come  not  to 
rule  but  to  help.  Each  forward  step  has  been  taken  so 
carefully  within  recognized  International  lines  as  to 
disarm  criticism  except  such  as  has  arisen  from  ignorance 
or  misunderstanding. 

Under  the  direction  and  by  order  of  the  Executive 
Committee  it  has  set  forth  a  tmiform  nomenclature,  so 
that  henceforth  we  speak  understandingly,  and  intend 
the  same  thing,  as  we  name  the  four  departments  of  the 
school,  Primarv,  Junior,  Intermediate  and  Senior. 


Tlte  Dcpartmcut  of  Educatioti  585 

Under  the  same  direction,  it  established  standards  for 
an  elementary  teacher-training  course  and  issued  an 
elementary  diploma,  thousands  of  which  have  already 
been  used  by  the  various  state  and  provincial  associa- 
tions. 

With  a  view  to  a  higher  grade  of  work,  on  the  educa- 
tional side,  acting  always  by  direction  of  the  Executive 
Committee,  it  has  established  standards  for  an  advanced 
teacher-training  course  and  has  issued  an  advance 
diploma  to  be  given  to  those  who  care  to  prosecute  work 
of  college  grade.  A  considerable  number  of  the  bodies 
which  make  up  the  International  constituency  are 
already  preparing  courses  that  shall  conform  to  this 
standard. 

The  committee  is  now  engaged  upon  the  additional 
task  that  has  been  committed  to  it  of  establishing 
standards  for  supplementary  work  for  the  school.  There 
are  already  promises  that  as  soon  as  these  graded  stand- 
ards can  be  arrived  at,  covu-ses  and  books  meeting  their 
demands  will  be  issued  from  prominent  denominational 
publishing  houses,  and  the  new  century  will  be  signalized 
bv  a  most  significant  forward  movement  on  the  educa- 
tional side  of  Sunday-school  work. 

It  is  too  early  to  predict  the  whole  range  of  the  oppor- 
ttmity  that  will  be  filled  by  this  department.  But  it  is 
certain  that  in  the  hands  of  m.en  who  are  thoroughly  in 
svmpathy  both  with  the  highest  educational  ideals  and 
with  the  International  ideals  as  well,  and  under  the 
immediate  control,  as  it  is,  of  the  Executive  Committee, 
its  development  will  be  along  lines  that  are  not  only  safe 
but  most  helpful. 


586 


Organisation  and  Methods 


Rev.  E.  M.  Fergusson 


The   Development  of  Summer  Schools 

Rev.  E.  MORRIS  FERGUSSON 

The  summer  school  of  methods 
for  graded  Sunday-school  teachers 
is  but  a  recent  product  of  organ- 
ized Sunday-school  work ;  yet  its 
influence  has  been  great,  and  its 
future  is  beyond  easy  measuring. 
It  may  be  defined  as  a  Sunday- 
school  graded  institute  and  con- 
ference, lasting  about  a  week, 
and  held  at  an  attractive  place 
and  a  convenient  time,  usually  in 
the  summer. 

Unlike  a  convention,  the  sum- 
mer school  represents  no  organi- 
zation, bears  no  reports,  elects  no 
officers  and  transacts  no  business.  Unlike  a  Chautau- 
qua assembly,  its  work  is  condensed  into  a  few  days,  and 
a  full  day's  work  in  Sunday-school  instruction  is  offered 
for  each  day,  with  no  attempt  to  combine  instruction 
with  recreation  and  general  culture.  Unlike  many 
Sunda3''-school  institutes  and  lecture  courses,  it  seeks 
to  learn  from  the  students  as  well  as  to  impart  to  them, 
develops  a  constituency  of  former  students,  offers  ad- 
vanced as  well  as  elementary  instruction,  and  is  a  club 
and  a  guild  of  workers,  no  less  than  a  school.  It  does 
not  disdain  such  incentives  as  certificates  and  recogni- 
tions; but  its  object  is  to  introduce  ideas,  test  and 
develop  methods  and  materials,  mold  public  opinion 
and  produce  leaders  of  progress,  rather  than  to  multiply 
graduates.  Most  significant  distinction  of  all,  it  is  only 
for  graded  teachers,  and  such  as  are  willing  to  enroll 
according  to  a  standard  plan  of  Sunday-school  gradation. 
The  first  step  in  the  creation  of  an  institution  of  this 
sort  seems  to  have  been  taken  in  the  city  of  Newark, 


The  Dcvclopnicjit  of  Sit))!i)icr  ScJiools  587 

N.  J.,  in  the  year  1880,  when  Mrs.  Samuel  W.  Clark,  who 
for  ten  years  had  presented  the  weekly  Sunday-school 
lesson  to  the  Newark  Primary  Union,  was  called  with 
her  husband  to  Philadelphia,  leaving  none  to  fill  her 
place.  At  her  suggestion,  the  reluctant  members,  in  a 
spirit  of  real  self-sacrifice,  divided  the  service  among 
themselves,  forming  a  committee  of  teachers  who  pre- 
sented the  quarter's  lessons  in  turn.  Changes  and  sub- 
stitutions in  this  teaching  force  gave  opportunity  for 
the  younger  members  to  try  their  skill  and  win  promo- 
tion. In  this  efTective  school  of  practice  were  trained 
for  platform  service  such  primary  workers  as  Mrs.  Alonzo 
Pettit,  her  sister,  Mrs.  Juliet  Dimock  Dudley,  Miss  Jose- 
phine L.  Baldwin  and  Mrs.  J.  Woodbridge  Barnes.  No 
one  leader's  personality  and  method  dominated  this 
company.  They  learned  to  work  together,  to  seek  the 
best  things  and  to  extend  help  to  other  primary  teachers 
wherever  they  could  be  found.  In  1891  they  first  held 
an  all-day  annual  institute,  which  became  and  still  is 
a  notable  primary  occasion. 

In  1894,  at  Asbury  Park,  N.  J.,  the  first  summer  school 
for  primary  teachers  was  held  for  ten  days,  July  24  to 
August  3.  Having  noted  the  helpfulness  of  the  Newark 
Union's  institute,  and  the  number  of  workers  there  able 
and  willing  to  join  in  enlarging  its  scope,  I  secured  from 
the  executive  committee  of  the  New  Jersey  Sunday- 
School  Association  the  right  to  hold  such  a  school  in 
their  name,  and  from  the  Newark  Union  an  advisory 
committee,  of  whom  Mrs.  Barnes  was  the  efficient  chair- 
man. Miss  Annie  S.  Harlow,  Mrs.  Samuel  W.  Clark 
and  Miss  Juliet  E.  Dimock  (now  Mrs.  Dudley),  with 
the  committee,  were  the  leading  members  of  our  first 
faculty.  One  lecture  was  given  by  Mrs.  M.  G.  Kennedy. 
Sixty-seven  were  enrolled,  of  whom  about  forty  took 
the  work  throughout.  The  cost  was  one  hundred  and 
forty  dollars,  of  which  half  was  raised  by  fees  and  half 
by  subscription.  The  state  executive  committee  were 
so  impressed  by  the  success  and  the  promise  of  the  idea 


5 88  Organization  and  Methods 

that  they  voted  to  assume  all  the  expense  of  the  next 
vear's  work,  making  the  tuition  free. 

The  school  of  1895,  held  again  at  Asbury  Park,  en- 
rolled one  hundred  and  ninety  members,  and  the  success 
of  the  program  was  phenomenal.  The  session  lasted  six 
days.  In  1896  three  schools  were  held  on  consecutive 
weeks,  with  a  net  total  enrollment  of  two  hundred  and 
forty-six.  In  1897,  and  each  j^ear  since,  the  school  has 
met  each  July  for  one  week,  pupils  being  charged  a  fee 
for  attendance.  The  enrollment  has  averaged  about 
one  hundred  and  seventy-five. 

The  first  attempt  to  hold  a  summer  school  of  this  type 
elsewhere  than  in  New  Jersey  seems  to  have  been  made 
in  Chicago,  where,  for  several  years,  beginning  in  1897, 
a  large  and  very  successful  school  was  held,  the  Illinois 
Sunday-School  Association  assuming  the  expenses  and 
making  the  tuition  free.  Other  schools,  more  or  less 
nearly  approximating  the  type,  were  held  that  summer 
in  Maine  and  Quebec,  under  the  lead  of  Mr.  George  H. 
Archibald,  and  in  Alabama,  tmder  the  lead  of  Miss 
Minnie  Allen.  In  1898  the  schools  were  repeated  for 
Illinois,  Maine  and  Quebec,  a  new  school  was  held  by 
Mrs.  W.  F.  Crafts  at  Chautauqua,  N.  Y.,  and  Mrs.  J.  W. 
Barnes  held  a  week  of  work  at  Pittsburg,  which  bore 
fruit  the  next  year  in  Pennsylvania's  first  summer  school, 
Eagles  Mere,  1899.  Kentucky,  also,  in  1899,  fell  into 
line,  with  a  school  at  Lexington.  In  recent  years,  Penn- 
svlvania,  Rhode  Island  and  Massachusetts  have  main- 
tained schools  of  the  original  type,  and  others  have  been 
tried,  notably  in  "West  Mrginia,  where  the  state  uni- 
versitv,  in  1904,  opened  its  doors  to  the  work.  The 
states  of  the  Fourth  International  District  now  tmite  in 
a  strong  summer  school  at  Winona  Lake,  Ind. 

At  the  outset,  this  work  was  strictly  for  the  primary 
teachers,  and  was  called  a  "  school  of  primary  methods." 
The  primary  teachers  in  1894  were  frequently  in  charge 
of  all  the  younger  children,  from  three  to  eleven.  In 
1898,  however,  the  Asbury  Park  school  gave  a  separate 


The  Dcveloptnent  of  Summer  Schools  589 

course  for  junior  teachers  and  superintendents  of  "  inter- 
mediate departments  "  (children  nine  to  twelve),  as 
they  were  then  called;  and  this  course  did  much  to 
draw  together  the  junior  workers  as  a  distinct  grade 
from  the  primary.  The  existence  of  these  and  also  of 
the  kindergarten  grade  workers  had  been  recognized  by 
separate  conferences  on  the  program  of  1897 ;  but  while 
more  and  more  work  for  the  beginners'  or  kindergarten 
grade  was  given  each  year,  a  separate  section  for  begin- 
ners' teachers  was  not  organized  until  1902.  The  con- 
stituency of  graded  beginners'  teachers  is  still  small, 
though  rapidly  increasing.  In  1903  a  section  was  first 
organized  for  the  intermediate  and  senior  teachers ;  and 
to  this  extent  only  has  the  Asbury  Park  school  included 
ungraded  teachers  in  its  plans  of  instruction.  There 
are  now,  1905,  so  far  as  is  known,  very  few  Sunda)'- 
school  teachers  who  are  permanently  attached  to  the 
intermediate  or  early  adolescent  grade ;  and  it  was  in 
the  hope  of  increasing  the  number  that  the  section  was 
opened. 

It  may  well  be  asked,  Why  is  the  graded,  i.  e.,  per- 
manently fixed,  status  of  pupils  at  such  a  school  as  this 
so  significant  a  feature?  The  answer  is:  First,  because 
as  a  nile  it  is  the  graded  teachers  who  care  enough  about 
the  methods  and  materials  of  their  task  to  be  willing  to 
make  the  sacrifices  needed  to  come.  Secondly,  when  a 
teacher  is  graded  she  belongs  to  the  school  permanently 
and  to  the  class  but  temporarily,  and  it  will  pay  the 
Sunday-school  to  invest  money  in  improving  her  effi- 
ciency.  Hence  many  such  teachers  are  sent  every  year 
to  Asbury  Park  at  their  school's  expense,  and  the  results 
justify  the  outlay.  Thirdly,  where  the  pupils  all  repre- 
sent one  grade,  it  is  possible  to  make  the  whole  program 
center  around  the  needs  of  the  pupils  of  that  grade 
instead  of  dealing  mainly  with  scripture  truth  and 
general  principles  of  teaching,  as  must  be  done  where 
the  teachers  come  together  without  regard  to  grade. 
The  work  thus  becomes  so  definite  and  practical  that 


59° 


Organization  and   'Methods 


every  pupil  this  year  tries  to  attend  next  year  also,  and 
to  bring  some  one  else.  Fourthly,  the  school  cannot  be 
successfully  maintained  from  year  to  year  and  its  in- 
fluence extended  without  a  constituency  of  permanent 
friends,  old  pupils,  leading  workers;  and  unless  these 
are  graded  teachers,  the  constituency  changes  too 
rapidly  to  build  on.  The  history  of  New  Jersey's  school 
has  been  referred  to  at  length,  not  for  anything  especially 
noteworthy  therein,  but  because  it  illustrates  this  signifi- 
cance of  the  graded  status  of  the  teacher-pupil  as  the 
distinctive  characteristic  of  the  summer  school  of  Sun- 
day-school methods. 

The  possibility  of  adapting  the  principle  of  the  summer 
school  to  work  upon  an  international  scale  was  tested 
at  Denver  in  1902,  under  the  leadership  of  Mrs.  Barnes 
and  other  workers  in  the  International  Primary  Depart- 
ment. The  success  of  the  "  Western  School  of  Methods  " 
held  for  three  days  preceding  the  Tenth  International 
Convention  at  Denver  is  part  of  the  history  of  that  great 
gathering.  Mtich  the  same,  though  under  a  different 
name,  was  the  elementary  workers'  division  of  the  Inter- 
national Institute  at  Toronto,  reported  in  this  volume. 

Reports  of  summer  schools  have  been  gathered  for 
some  years  by  the  International  Primary  Department; 
and  in  December,  1904,  a  standard  of  recognition  was 
adopted  by  the  International  Executive  Committee's 
sub-committee  on  education. 


Division  III  — Workers  in  Council 


Part       I  —  The  Conferences 
Part     II  — The  Mexico  National  Convention 
Part  III  — The  Adult  Bible  Class  Movement 
Books  You  Should  Know 
A  Temple  unto  the  Lord 
A  Vision  from  the  West 


THE     CONFERENCES 


Pastors'  Conference 

Rev.   DEWITT   M.   BENHAM,   Presiding 
Rev.  A.  F.  SCHADFFLER,  D.D.,  Leader 

Topic:     The  Pastors'  relation  to  the  school. 

Question:  Sometimes  the  superintendent  will  not 
work  as  the  pastor  wants  him  to.     What  then? 

Dr.  Schauffler:  Xine  times  out  of  ten  the  superin- 
tendent can  be  won  by  the  pastor,  by  judicious  work. 

Question":  Is  it  well  for  the  pastor  to  be  superinten- 
dent of  the  school? 

Dr.  Schauffler:  Rather  than  have  his  Sunday- 
school  badly  managed,  the  minister  ought  to  superin- 
tend his  own  school.  Better  than  that  is  training  some 
one  to  take  the  school  as  soon  as  he  is  able. 

Rev.  a.  R.  Diets,  of  Massachusetts:  Suppose  a 
Sunday-school  has  a  superintendent  who  is  a  very  good 
man  but  an  inefficient  superintendent.  Suppose  there 
is  not  in  the  Sunday-school  a  really  efficient  man  for 
superintendent.  The  people  might  think,  if  the  pastor 
became  superintendent,  that  he  was  taking  everything 
into  his  own  hands. 

Dr.  Schauffler:  First,  I  should  tr\-  to  make  that 
inefficient  but  good  man  efficient;  and  that  means 
patient  work.  That  is  not  done  in  a  night.  But  if  I 
could  not  I  would  take  charge  of  the  school  myself  and 
make  him  assistant  superintendent. 

Rev.  James  Atkins,  of  Tennessee:  Does  not  this 
involve  the  pastor's  having  in  mind  all  the  time  the 
training  of  a  force? 

Dr.  Schauffler:  Xow  you  have  struck  bedrock. 
Isn't  it  worth  the  pastor's  while  to  be  watchful  all  the 
time  in  training  his  workers  to  be  ready  to  do  work? 

Mr.  Smith,  of  Pennsylvania:  There  is  a  difficulty  that 
some   pastors   find   in   being   fresh    for   their   morning's 


594  The  Conferences 

services.  There  are  a  good  many  pastors  who,  for  lack 
of  efficient  workers,  superintend  and  also  teach  in  their 
Sunday-schools.  Now  the  question  arises  as  to  the  proper 
hour  for  the  Sunday-school,  so  that  the  pastor  niay  go 
from  his  Sunday-school  and  be  fresh  after  having  spent 
an  hour  in  superintending  the  school  and  teaching  the 
Bible  class,  perhaps,  and  looking  after  teachers  for  other 
classes  ? 

A  Minister  from  Ohio :  We  have  made  an  experiment 
in  bringing  together  the  Sunday-school  services  and  the 
service  of  worship,  having  the  service  for  worship  first  and 
all  the  children  present  at  that  with  a  portion  for  them, 
and  then  the  entire  congregation  unite  in  the  study  of 
the  word  for  forty-five  or  fifty  minutes.  The  result 
was  that  we  increased  the  attendance  of  our  Sunday- 
school  forty-five  per  cent,  and  the  attendance  of  chil- 
dren at  the  morning  service. 

A  Delegate:  How  long  have  you  tried  this? 
Answer:     It  is  now  in  its  fifth  year. 

Question:  What  do  you  do  on  communion  Sun- 
day? Answer:  We  allow  an  interval  of  ten  minutes 
between  the  first  and  second  services.  But  on  com- 
munion and  other  special  occasions  we  run  a  little  over. 
But  we  aim  to  begin  the  Sunday-school  exactly  on  time, 
no  matter  how  long  the  pastor's  services  may  be. 

A  Delegate  :  I  knew  an  experiment  where  the  Sunday- 
school  was  taken  out  of  the  forenoon  and  the  church 
services  begun  a  little  earlier.  And  it  largely  increased 
the  attendance  of  children  and  young  people  in  the  church, 
but  the  Sunday-school  was  in  the  afternoon  and  took  the 
place  of  the  night  service.  In  that  case  the  pastor  could 
very  well  be   superintendent. 

Dr.  Schauffler:  The  ideal  is,  for  the  average 
town,  preaching  in  the  morning,  Sunday-school  in  the 
afternoon,  preaching  in  the  evening. 

A  Delegate  from  Iowa:  How  can  we  arouse  a 
greater  interest  of  the  ministers  in  the  Sunday-school 
work? 


Pastors'   Conference  595 

Dr.  Schauffler:  The  answer  to  your  question  must 
be  given  in  the  theological  seminary,  —  that  is  where 
the  beginning  of  it  lies,  and,  I  am  glad  to  say,  that, 
though  slowly,  yet  really,  the  theological  seminaries  are 
facing  this  problem.  Twenty-two  years  ago  a  conven- 
tion was  held  in  this  city,  and  I  introduced  a  resolution 
asking  the  theological  seminaries  to  provide  some  in- 
struction along  Sunday-school  lines  for  their  scholars. 
The  resolution  was  not  even  brought  up.  Last  year  I 
was  here  and  gave  a  series  of  lecttires  to  six  divinity 
schools  in  Toronto  on  the  matter  of  Sunday-school 
work.     So  "  the  world  do  move  "! 

A  Delegate:  All  over  Iowa  there  are  not  to  exceed 
three  ministers  in  a  county  convention.  There  was 
not  one  in  the  state  convention.  The  ministers  in 
the  town  where  the  convention  is  held  do  not  come 
into  the  Sunday-school  convention.  Arouse  the  minis- 
ters to  the  importance  of  the  Sunday-school  department, 
where  ninety-three  per  cent  of  our  church  members 
come    from. 

A  Minister  from  Pennsylvania:  I  am  the  pastor  of  a 
congregation  and  the  chairman  of  the  county.  We  ask 
our  corresponding  secretary  to  direct  a  note  to  each 
pastor  asking  him  to  name  a  subject  and  state  whether 
he  will  take  part  in  our  institutes  throughout  the 
county,  — that  is,  give  us  a  talk  on  some  topic;  and  we 
have  found  that  nearly  every  pastor  will  gladly  take 
hold  of  the  work. 

Dr.  Sch.\uffler:  How,  where  and  by  whom  the 
Sunday-school    worker   is   to   be    trained. 

Rev.  Mr.  Scott,  of  Michigan:  No  pastor  can  get  into 
thorough  touch  with  the  Sunday-school  as  an  organi- 
zation, and  know  what  is  the  best  training,  until  he  is 
actually  brought  into  the  viewpoint  of  the  child  life. 
His  whole  training  has  been  away  from  that.  Now  I 
have  been  through  it,  theological,  pedagogical  and 
psychological,  for  years,  and  know  of  what  I  speak.  It 
is  worth  while  to  get  even  one  dozen  books  in  your  own 


596  The  Conferences 

library  that  will  represent  that  side  of  the  Sunday-school. 
It  will  do  more  for  your  training  of  the  teachers  in  yotir 
individual  Sunday-schools  than  almost    anything  else. 

Rev.  L.  H.  Wagner,  of  Ontario:  The  pastor's  nor- 
mal class,  selected  out  of  the  Bible  class,  in  a  separate 
room  during  the  school  hour,  —  that  is  the  plan  we 
have  adopted  in  our  school.  And  we  are  daing  good 
work.     The  teachers  are  trained  normal  students. 

Rev.  Dr.  Hayner,  of  Pennsylvania:  Four  years  ago 
we  organized  a  normal  class  in  our  Bible  school  for  the 
training  of  teachers.  Since  then  we  have  graduated 
seventy-nine.  We  have  now  a  list  of  fifty  graduate 
teachers  on  the  roll,  waiting  for  classes. 

Rev.  W.  H.  Day,  of  Los  Angeles:  I  think  that  with 
me  the  fear  was  of  undertaking  another  hour  a  week 
which  should  be  a  perpetual  obligation.  I  have  learned 
that  it  was  quite  possible  to  undertake  a  normal  course 
and  say:  "  We  will  have  this  course  for  a  definite, 
limited  period  and  then  stop."  My  own  personal  work 
has  been,  first,  a  normal  course  with  my  teachers  and 
then,  after  that,  a  series  of  short  classes,  with  certain 
special  groups,  who  afterwards  can  be  used  as  workers. 
Very  limited  in  time,  even  so  short  as  ten  weeks,  we  say: 
"  How  many  of  you  will  come  together  for  this  short 
course?  "     The  results  have  been  very  helpftxl. 

Dr.  Schauffler:  The  larger  part  of  the  states 
have  regular  normal  courses  that  they  recom.mend. 
If  you  do  not  know  whether  j-our  state  has  one,  you 
ought  to  know.     Adopt  any  of  those  or  some  other  one. 

Rev.  W.  I.  Shattuck,  of  Massachusetts:  I  have  a 
point  to  raise  as  to  the  public  sentiment  that  nearly  ever}^ 
pastor  faces  when  he  steps  out  of  the  routine  path.  The 
public  whom  we  serve  expect  about  so  many  stated 
services,  and  they  expect  us  to  give  quite  largely  of 
our  time  to  do  these  things;  and  to  do  them  well 
requires  about  all  our  time.  If  we  are  going  to  be 
Sunday-school  experts  it  is  necessary  that  we  be  let  up  a 
little  in  other  respects. 


Pastors'  Conference  597 

A  Minister  from  Nebraska:  For  fourteen  years  we 
had  a  normal  teachers'  class  every  week.  Then,  for 
substitute  teachers,  have  a  good  teacher  teach  the  lesson 
one  week  in  advance  to  those  whom  we  would  draft  as 
Siinday-school  teachers. 

A  Minister:  We  hold  a  teachers'  meeting  just  before 
the  prayer-meeting  and  I  teach  the  class  myself. 

Dr.  Sch.\uffler:  If  I  had  twelve  teachers  and 
could  get  six  of  them  to  come  to  a  meeting  like  that  it 
would  be  well  worth  my  time  to  teach  that  class. 

A  Delegate:  I  do  not  think  that  ministers  in  these 
days  live  a  more  strenuous  life  than  the  business  men. 
I  hold  a  teachers'  class  on  Monday  evening.  We  take 
up  the  following  Sunday's  lesson  on  Monday  evening. 
It  keeps  me  busy  on  Monday  getting  ready  for  that 
evening.  I  dispel  the  blues  by  studying  the  lesson  for 
the  evening.  We  have  the  majority  of  the  teachers 
and  a  number  of  the  senior  pupils,  so  that,  when  the 
follov.-ing  Sunda}-  comes,  if  there  is  a  teacher  absent, 
there  is  one  ready  to  teach.  I  teach  the  class  largely 
as  I  would  teach  in  the  Svmday-school. 

A  Delegate  from  California:  The  other  day  my 
pastor  said:  "  I  have  my  library'  v\-ell  supplied  with 
books,  but  I  get  more  from,  this  teachers'  meeting  for 
my  help  in  preaching  than  I  get  out  of  m.y  librars'." 
My  pastor  is  R.  R.  Meredith. 

Dr.  Schaufflek:  When  I  was  a  pastor,  ofttimes 
I  saw  a  very  difficult  lesson  coming  on.  I  would 
preach  aroimd  that  lesson  for  one  or  two  weeks,  before 
the  time,  so  that  when  the  lesson  came  my  teachers 
were  rather  familiar  with  the  environment  of  the  lesson. 
The  sermons  and  the  teachers'  meetings  reinforced 
each  other. 

A  Delegate:  While  the  ideal  is  that  the  pastor 
shovdd  teach  the  normal  or  teacher-training  class,  there 
are  pastors  who  feel  that  they  can  preach  but  not  teach, 
and  some  justly.  But  they  may  do  something.  Now, 
in  many  places  we  are  having  our  large  teacher-traininij 


598  The  Conferences 

classes  meeting  from  many  churches.  Last  year,  in 
Chicago,  we  had,  I  think,  seven  union  teacher-training 
classes  and  eleven  hundred  teachers  enrolled  taking 
those  courses. 

Our  greatest  help  outside  the  conduct  of  those  classes 
by  their  teachers  came  from  the  pastors.  Where  the 
pastor  cannot  teach  a  class  himself,  he  maj^  do  a  yet 
larger  work,  by  determining  first  that  he  will  have,  if 
possible,  a  class  in  his  own  school,  and  will  find  a  man 
or  woman  to  teach  it,  and  then,  if  he  cannot  do  that, 
that  his  teacher  shall  go,  under  his  supervision,  to  some 
training  class.  If  you  cannot  do  it,  find  some  one  who 
can.  And  if  you  cannot  find  one  in  your  own  school, 
send  ^'our  people  to  some  one  who  can  and   will    do  it. 

Rev.  a.  M.  Osgood,  of  Massachusetts:  I  desire  to  add 
a  third  suggestion.  First,  the  importance  of  teaching  a 
training  class  on  the  part  of  the  pastor.  Second,  the  im- 
portance of  wise  distribution  of  literature  into  the  hands 
of  the  teachers  by  the  pastor.  The  third,  a  correspon- 
dence between  the  pastor  and  his  teachers  that  shall 
be  regular,  and  shall  suggest  on  the  pastor's  side  the 
material  that  has  come  to  his  attention,  and  that  shall 
bring  the  teachers  constantly  in  touch  with  the  pastor's 
study. 

Mr.  H.\rvey,  of  Nova  Scotia:  Suppose  you  have  a 
good -sized  school  and  not  sufficient  Christians  to  put 
in  the  school  as  teachers  —  will  you  appoint  others  who 
are  not  Christians? 

Dr.  Sch.\uffler:  I  would  say,  if  you  cannot  get 
enough  Christians  to  teach  your  classes  you  would  take 
non-Christians.  Then  I  would  pray,  with  others,  for 
them.  In  r\iy  school,  always  in  such  cases,  they  join  the 
church  within  one  year.     But  then,  we  pray  over  them. 

Dr.  Schauffler:  We  have  had  here  talk  which 
shows  that  there  are  many  wa3^s  of  reaching  one  conclu- 
sion. The  conclusion  is,  "  Better  results."  All  the 
methods  include  hard  work  on  the  part  of  the  leader. 
Know!     Do!     Both  these  mean  work. 


Sitpcrititcudcuts'  Conference  599 

Finally,  notice  this,  that  the  church  of  the  futtire, 
as  we  all  know,  springs  out  of  the  childhood  of  the  pres- 
ent. And  we  ministers  are  so  apt  to  forget  that  and  to 
talk  to  adults,  and  not  talk  and  train  for  the  service  of 
the  children.  I  want  to  prove  to  you,  if  I  can,  how  out 
of  the  scholars  in  their  teens  to-day  are  to  come  the 
teachers,  preachers,  elders  and  deacons  of  the  futixre. 
And  I  am  therefore  going  to  ask  all  present  who  were 
converted  at  or  before  sixteen  years  of  age  to  rise.  [Most 
of  those  present  rose.]  You  see  where  the  majority 
of  the  workers  come  from.  We  are  sixteen-year-olders 
bom  into  the  life  of  God  and  work.  1  he  future  minis- 
ters and  teachers  are  now  in  their  teens;  and  our  busi- 
ness is  to  bring  them  to  the  knowledge  of  God's  truth 
and  train  them  for  his  service.  And  that  is  the  only 
business,  I  repeat,  that  the  minister  has. 


Superintendents'  Conference 

GEORGE  W.   WATTS,  Presiding 
MARION  LAWRANCE,  Leader 


Address:     "The    Adult     Department:     Its     Place,    Purpose, 
Problems  and  Possibilities  " 

P.  H.  Bristow,   Superintendent   Calvan.' Baptist  Sunday-school,  Washing- 
ton, D.  C. 

The  two  ptirposes  of  the  adult  department  are  to 
get  the  church  into  the  school  and  the  school  into  the 
church.  There"  is  the  problem  of  the  pastor,  the  adult 
memViership,  the  teacher,  the  class,  the  exercise  and 
the  social  problem. 

The  first  problem  is  to  interest  the  pastor.  If  you 
cannot  do  it  any  other  way,  hold  a  prayer-meeting  for 
him.  Do  anj-thing  that  will  bring  him  into  the  spirit 
which  ought  to  be  in  yotu*  Sunday-school. 

The  next  problem  is  of  the  adult  membership  of 
the  church.  You  cannot  solve  it  except  by  personal 
work, —  going  after  a  man,  and  pleading  with  him  to 
use  his  interest  in  the  great  work  which  leads  into  the 


6oo  The  Conferences 

church,  to  go  into  it  as  an  officer  or  teacher  or  anj^thing 
he  is  fit  for. 

Next  is  the  teacher  problem.  So  many  people  are 
willing  to  teach  who  cannot  teach ;  so  many  are  not 
willing  to  teach  who  can  teach.  We  need  willingness 
and  ability  together.  Convince  the  good  men  and 
women  that  they  owe  a  duty  to  the  church  and  school 
as  teachers,  and  make  them  teach. 

The  class  problem.  Once  in  a  while,  with  middle- 
aged  men  and  women,  it  is  well  enough  to  have  a  class 
for  both.  Ordinarily,  have  men's  classes  and  women's 
classes.  Organize  your  classes.  I  would  have  large 
classes  in  the  adult  department. 

Exercises?  You  cannot  have  the  same  kind  of  exer- 
cises for  all  classes.  Have  exerci-ses  that  will  appeal  to 
men  and  women  as  well  as  to  children.  Make  them 
dignified  and  uplifting.  But  close  your  day,  or  have 
the  best  one  in  the  neighborhood  to  do  it,  by  having  him 
face  your  adult  department  and  talk  on  the  lesson. 
Don't  let  anybody  come  in  and  divert  the  thoughts  of 
the  classes  by  talking  about  everything  in  the  world 
but  the  lesson. 

The  last  question  is  the  social  problem  with  them.  Men 
and  women  like  to  be  social  and  have  people  social.  I 
suppose  there  are  twenty  classes  in  my  school  v/hich  quar- 
terly or  at  other  intervals  have  social  meetings  and 
invite  people  in,  and  many  people  come  to  these  meetings 
who  stay  in  the  school.  This  brings  members  into  the 
classes.  

Address:  "The  Program" 

William   Johnso.n,   Superintendent  Bridges  Street   M.   E.   Sunday-school, 
Belleville,  Ontario. 

There  are  a  thousand  other  things  the  superintendent 
may  ask  other  people  to  do  bvit  the  cheerful  singing. 
The  Word  is  read  by  the  man  or  the  woman  who  is  the 
best  reader  in  the  school ;  there  is  a  place  for  the  pastor 
which  is  whenever  and  however  he  likes,  —  as  a  rule 
the  superintendent  and  pastor  have  an  agreement  as  to 


Superintendents'  Conference  60 1 

it.  The  missionary,  the  man  on  the  firing  line,  is  the 
one  to  whom  that  school  bov/s  more  than  to  lieutenant- 
governor  or  president  or  king.  There  is  a  place  for  the 
local  church  —  "  our  church  "  and  "  our  school."  Our 
denomination  next  —  wh\"  we  belong  to  it  and  why  it  is 
the  ver\'  best  of  all  the  denominations.  A  place  for  other 
denominations,  so  that  mention  is  often  made  in  the 
program  as  to  what  other  denominations  are  doing. 

And  so  through  that  program  that  school  is  constantly 
in  touch  with  all  the  forward  movements  of  the  church. 
Everything  we  see  that  is  good  about  the  president  and 
the  king  finds  a  place  on  the  program.  There  is  con- 
stant reference  on  it  to  the  public-school  teachers  and 
the  colleges,  and  the  teachers  there.  By  name  the  sick 
are  brought  into  the  program,  and  thanksgiving  is  given 
for  those  who  are  getting  well.  The  deaths  of  scholars 
and  teachers  are  always  noticed  in  the  program,  and 
songs  of  triumph,  not  sadness,  are  sung  because  they 
are  gone  to  the  better  world.  Words  of  commendation, 
anything  that  has  appeared  in  the  local  press  with 
regard  to  any  one  of  our  school,  is  read  to  the  school; 
anything  that  the  superintendent  has  heard  of  com- 
mendation is  repeated  from  the  platform  —  preparing  the 
program  is  entirely  his  matter.  It  takes  two  years  to 
prepare  a  program.  From  the  time  the  International 
Lesson  Committee  issue  their  lessons  until  the  time  on 
which  the  lesson  comes  the  superintendent  is  looking 
at  it  and  preparing. 

There  should  be  put  into  the  program,  first,  a  great 
deal  of  joy  and  gladness.  Everybody  coming  into  that 
school  must  feel  that  the  gladdest  place  in  the  town  at 
that  time  is  the  Sunday-school.  Prayer  is  another 
of  the  elements  that  enter  into  the  program. 

And  there  is  a  place  for  a  smile  or  a  laugh,  because 
that  school  knows  it  is  just  as  pious  to  laugh  as  to  cry. 
Now  when  the  school  gets  that  kind  of  a  program  from 
Sunday  to  Sunday  there  is  not  much  room  for  the  ques- 
tion, what  not  to  put  on  the  program. 


6o2  The  Conferences 

Address :  "  Building  Up  a  City  School " 

E.  C.  Knapp,  Superintendent  of  the  Fourth  Congregational  Sunday-school, 
Hartford,  Conn.,  and  of  the  Broadway  Tabernacle  (N.  Y.)  Sunday-school. 

The  subject  assigned  me  is  "  Building  Up  a  City 
School:     Conditions,    Methods,    Results." 

I.  Conditions 

A  down-town  city  church ;  in  a  New  England  city ; 
an  old  church  organization ;  an  old  church  building  and 
not  adapted  to  Sunday-school  work;  with  poor  equip- 
ment; an  ordinary  school,  not  noteworthy  in  any  line; 
with  an  average  attendance  of  about  three  hvmdred; 
a  Cradle  Roll  of  twenty-four;  a  Home  Department  of 
sixty-five,  and  an  entire  enrollment,  including  Cradle 
Roll  and  Home  Department,  of  less  than  six  hundred. 
There  were  fifty  officers  and  teachers;  a  great  cry  for 
more  teachers;  no  teachers'  meeting;  no  Sunday- 
school  spirit,  such  as  should  characterize  a  school  of  this 
type ;  the  offerings  were  small ;  less  than  fifty  boys  and 
girls  attended  the  morning  church  service ;  there  was 
little  lesson  preparation  in  the  home ;  many  boys  and 
girls  did  not  bring  Bibles  to  school;  very  few  pupils  or 
parents  read  the  daily  readings;  the  absentee  problem 
was  quite  prominent;  in  general,  the  school  was  like 
many  another  school.  It  was  just  "  holding  its  own." 
The  pastor  was  a  good  all-round  Sunday-school  man, 
who  believed  thoroughly  in  the  Sunday-school  and 
stood  back  of  it. 

II.  Methods 

The  Teachers'  Meeting.  We  called  it  our  Workers' 
Meeting,  and  we  considered  it  our  Power  House.  We 
came  together  for  one  hour  every  Tuesday  evening,  not 
so  much  for  lesson  study  as  for  conference.  It  was  a 
privilege,  not  a  duty.  We  strengthened  the  opening 
service  in  the  school.  The  opening  service  should  be 
the  key  to  the  Sunday-school  session,  and  the  superin- 
tendent should  be  the  key  to  the  opening  service.     We 


Superintendents'  Conference  603 

aimed  to  have  this  service  full  of  life,  good  cheer  and 
worship.  We  used  a  printed  order  of  worship  on  card- 
board, which  saves  much  delay,  puts  new  vigor  into  the 
school,  helps  the  singing  and  responsive  reading,  and 
makes  the  service  dignified  and  worshipful. 

We  had  a  Rally  Day  on  the  first  Sunday  of  every 
month,  with  an  opening  service  a  little  longer  than 
usual,  and  reference  to  the  school  record  during  the 
previous  month.  Suggestions  were  given  concerning 
the  work  for  the  coming  month.  The  offering  was  for 
some  special  missionary  purpose.  The  Junior  and  In- 
termediate Departments  adopted  the  marking  system 
used  in  the  Marion  Lawrance  School  in  Toledo,  which  is 
as  follows:  Sunday-school  attendance,  60;  church  at- 
tendance, 10;  lesson  study,  10;  Bible  brought,  10; 
offering,  10.  Total,  100.  The  Juniors  and  Interme- 
diates were  asked  to  hand  in  written  work  every  Sundav. 
On  our  church  calendar,  each  Sunday,  were  questions  on 
next  Sunday's  lesson. 

We  set  our  young  people  to  work.  When  they  did  it, 
we  encouraged  them.  As  fast  as  they  became  efficient 
we  promoted  them.  We  paid  especial  attention  to  the 
boys  and  girls.  It  is  better  to  overlook  the  men  and 
women  who  are  already  in  the  church  than  the  boys 
and  girls  who  are  passing  through  the  period  of  impres- 
sion and  expression.  We  selected  ten  or  twelve  boys  as 
pages.  They  come  to  the  church  early  Sunday  morning 
and  get  the  forty  class  boxes  in  readiness  for  the  Jvmior, 
Intermediate  and  Young  People's  classes.  Some  of  the 
young  men  were  appointed  as  ushers  and  doonnen. 
They  were  a  great  help  in  securing  quietness,  preserving 
order  and  assisting  in  matters  of  detail.  Clubs,  social 
and  literary,  were  organized  for  boys  and  girls. 

Several  new  officers  were  appointed  for  the  depart- 
ments and  for  the  school,  and  the  teaching  force  was 
increased.  Some  classes  were  divided  and  new  classes 
were  formed.  We  found  that  better  work  was  done 
with  five   in  a  class  instead  of  ten.     We  asked  every 


6o4  The  Conferences 

teacher  to  look  after  every  absentee  every  week,  either 
personal! 3^  or  by  mail. 

We  urged  a  higher  rating  for  the  Sunday-school,  and 
we  tried  to  have  every  teacher  and  officer  get  a  larger 
vision  of  it.  The  Sunday-school  is  not  a  children's 
affair.  It  is  the  Bible  studying  and  teaching  sen.dce 
of  the  church.  It  is  the  future  church.  If  four  fifths  of 
the  Protestant  Chtirch  come  from  the  Sunday-school,  the 
future  chtirch  depends  almost  entirely  upon  it.  Moreover, 
four  fifths  of  all  conversions  take  place  under  twenty 
years  of  age.  A  junior  choir  of  fift}^  boys  and  girls,  from 
eight  to  twelve  3'ears  of  age,  was  organized,  also  a  young 
ladies'  chorus  of  fifty  voices.  The  Home  Department 
was  heartily  supported  by  the  Sunday-school  manage- 
ment. 

The  Cradle  Roll  was  enthusiastically  supported.  A 
Cradle  Roll  is  one  of  the  best  means  of  having  a  living 
link  between  the  school  and  the  home.  An  Enrollment 
Secretary  was  appointed,  who  had  the  privilege  and 
authority  of  putting  new  pupils  into  classes  where  they 
belonged,  regardless  of  their  likes  and  dislikes.  A 
Teacher  Supply  Secretary  was  appointed,  who  kept  an 
oversight  on  all  teachers,  both  regular  and  substitute. 

III.  Results 

The  Cradle  Roll  has  increased  from  24  to  68.  The 
Home  Department  has  increased  from  65  to  255.  The 
average  attendance  has  increased  from  300  to  450. 
The  enrollment,  which  was  less  than  600,  is  now  nearly 
1,000.  Instead  of  50  teachers  and  officers,  we  now  have 
105.  Instead  of  50  boys  and  girls  in  the  church  service 
Sunday  morning  there  are  now  150. 

The  Jvmior  Choir  and  Young  Ladies'  Chorus  sing  every 
Sunday,  in  both  church  and  school.  This  summer,  while 
the  regular  church  choir  is  away,  the  Junior  Choir  will 
sing  at  the  morning  church  service,  and  the  Young 
Ladies'  Chorus  at  the  evening  service.  The  weekly 
teachers'  meeting  has  an  average  attendance  of  30  to  35. 


Superintendents'  Conference  605 

The  offerings  in  the  school  during  the  past  eight  months 
have  been  S441.86,  as  compared  with  Si 6 2. 91  for  the 
same  period  last  year.  A  large  number  of  the  boys  and 
girls  hand  in  written  work  every  Sunday,  the  greater 
part  of  it  being  of  as  high  a  grade  as  the  work  in  the 
public  school. 

Not  only  do  many  of  the  boys  and  girls,  but  also  many 
of  the  parents,  read  the  daily  readings  in  their  home. 
Some  of  the  adults  in  the  church  who  were  not  in  the 
habit  of  attending  the  Sunday-school  became  regular 
attendants.  All  of  the  departments  have  increased  and 
there  is  a  departmental  spirit  which  is  stimulating.  The 
Sunday-school  spirit  on  the  part  of  the  whole  school-  is 
strong.  They  take  pleasure  in  standing  back  of  any 
policy  which  is  suggested.  The  singing  and  the  general 
responsiveness  improved  in  a  wonderful  manner. 

A  new  life  has  been  put  into  the  entire  church.  Strong 
leaders  have  been  developed,  who  seem  capable  of  stand- 
ing upon  their  own  feet.  The  work  seems  to  go  on  when 
I  am  away  the  same  as  when  I  am  there.  I  have  been 
present  only  five  Simdays  during  the  last  four  months, 
owing  to  my  connection  with  the  Broadway  Tabernacle 
School  in  New  York  City,  and  yet  the  school  has  been 
growing  steadily.  The  marking  system  has  brought 
about  gratifying  results.  In  six  months  the  number 
standing  100  each  for  the  entire  month  increased  as 
follows:    13,  34,  48,  63,  94,  106. 

The  boys  and  girls  have  been  coming  into  the  church. 
During  the  past  eight  months  thirty-nine  persons  joined 
the  church  on  confession ;  twenty-nine  of  them  were  from 
the  Sunday-school.  It  must  also  be  borne  in  mind  that 
the  Fourth  Church  is  an  evangelistic  church,  and  that 
during  that  time  special  evangelistic  services  were  held 
to  reach  adults.  One  of  the  best  proofs  of  interest  on 
the  part  of  otu*  workers  is  the  fact  that  the  Fourth 
Church  school  has  nine  representatives  here  at  the 
Toronto  Convention. 


6o6  The  Conjcreticcs 

Name  the  best  books  for  teachers? 

Mr.  Lawrance:  You  are  to  do  that.  Let  us  name 
them:  "Teachers  and  Teaching";  Prof.  Hamill's 
book  "The  Sunday-school  Teacher";  Hamill's  "Lec- 
tures on  the  Sunday  School  ";  Du  Bois'  "  Point  of  Con- 
tact "  ;  "  Seven  Laws  of  Teaching  " ;  "  Proceedings  of  the 
International  Convention";  Brumbaugh's  new  book 
on  teaching;  "  Blackboard  Class  "  ;  "  Organized  Sunday- 
school  Work,"-  by  Axtell;  "  Ideals  and  Principles  of 
Sunday-school    Teaching";    "  Sunda^^-school   Success"; 

How  to  make  a  Stmday-school  Go, ' '  by  Brewer ;  ' '  Front 
Line  of  the  Sunday-school." 

How  should  the  lesson  be  reviewed? 

Mr.  Lawrance:  You  cannot  review  a  Sunday-school 
as  you  review  a  day  school.  A  review  in  a  Sunday- 
school  is  not  to  bring  out  all  the  thought  of  the  lesson 
for  the  day,  but  the  one  thing  that  you  want  to  make 
stick  in  the  minds  of  }^our  scholars.  It  is  better  to  teach 
one  truth  in  twenty  ways  than  twenty  truths. 

How  can  a  supph-  of  teachers  be  secured  ? 

Mr.  Gale  (Superintendent  of  the  largest  Methodist 
Episcopal  Sunday-school  on  the  Pacific  Coast) :  We  have 
a  supply-teacher  class  in  our  school,  taught  by  a  public- 
school  teacher  a  Sunday  in  advance,  with  great  success. 

A  Delegate:  All  the  teachers  in  our  school,  with 
two  or  three  exceptions,  are  normal  graduates.  The 
superintendent  each  week  notifies  certain  number  of 
them  to  be  ready  for  next  week. 

Mr.  Bristow:  The  adult  department  solves  it  with 
us,  because  we  have  a  superintendent  who  does  nothing 
else  but  notify  members  of  the  adult  department  a  week 
in  advance  that  they  will  be  called  upon  the  next  Sun- 
day. 

How  may  the  quarterly  review  be  made  successful? 

Mr.   Lawrance:     Methods  are  many;  principles  are 

few.     Methods  may  vary;  principles  never  do.     What 


Superintetidents'  Conference  (^ 

is  the  principle  iinderlying  the  successfiil  review  at  the 
end  of  the  quarter?  The  object  is  to  cinch  the  knowl- 
edge ;  but  what  is  the  principle  underiying  it  that  makes 
a  success  of  it  ?  What  is  the  one  word  or  two  that  will 
answer  the  question? 

A  Delegate:     Knowledge  of  the  lesson. 

Mr.  Lawrance:  That  is  it;  get  ready,  and  at  the 
beginning  of  the  quarter. 

A  Delegate:  I  have  tried  one  plan  in  review,  giving 
each  lesson  to  a  person  in  the  Sunday-school  who  gives 
the  principal  points  of  that  lesson,  all  the  Sunday-school 
being  together. 

A  Delegate:  The  most  sixccessful  reviews  I  have 
ever  had  have  been  along  the  line  of  the  persons,  places 
and  principal  points  of  the  lessons,  giving  the  subjects 
to  persons  several  weeks  in  advance. 

Class  reviews  are  best  for  several  reasons.  First, 
every  teacher  carries  on  the  review.  It  works  the  pupils 
and  they  do  more  work. 

A  Delegate:  We  have  found  it  well,  instead  of 
appointing  one  man  to  review  the  whole  quarter  a  week 
before  the  end  of  the  quarter,  to  appoint  three  to  review 
each  foxir  lessons. 

What  is  a  proper  basis  for  grading  the  school? 

Answers:  Age,  scholarship,  knowledge  of  the  Bible, 
companionship . 

A  Delegate:  We  combine  age  and  attainment.  If 
they  are  too  old  to  stay  where  they  are,  they  are  moved, 
whether  they  have  attained  or  not;  but  they  are  re- 
warded for  attainment. 

A  Delegate:  In  the  public  schools  pupils  are  pro- 
moted at  a  certain  age  even  if  they  have  not  the  scholar- 
ship required.  The  Sunday-school  should  not  be  more 
exacting. 

A  Delegate:  We  grade  by  four  things:  memory 
verses,  Bible  study,  answers  by  written  examinations 
and  one  other. 


6o8  The  Conferences 

W.  K.  Am  DEN,  Superintendent  of  the  Ruggles  Street 
Baptist  Church,  Boston:  We  settle  it  on  the  O.  K. 
basis.  At  the  age  of  twelve  pupils  are  supposed  to  pass 
from  the  senior  primary  departments.  Sometimes 
they  do  not  know  enough  to  go  forward,  but  are  too 
old  to  stay.  So  we  call  it  the  O.  K.  department.  We 
pass  them  out  and  put  them  luider  teachers  who  do 
nothing  but  prepare  them  for  the  grade  to  which  they 
should  go. 

Mr.  Noah  Shakespeare,  of  British  Columbia: 
I  have  experienced  very  great  difficulty  in  knowing 
how  to  deal  with  the  grading  question.  So  far  in  my 
school  we  have  graded  on  age  and  size  and  learning. 
Even  on  that  basis  we  find  difficulty.  We  find  sometimes 
a  boy  as  tall  as  myself,  and  another  boy  not  half  as  tall, 
but  really  older  than  the  bigger  boy.  It  would  hardly 
be  fair  to  leave  the  big  boy  in  the  class  and  take  the 
smaller  boy  into  the  higher  class  because  he  had  better 
qualifications,  for  the  bigger  boy  would  feel  humiliated 
and  feel  like  leaving  the  school. 

Professor  Burgess,  of  Chicago :  I  have  not  very  much 
to  add  to  the  admirable  suggestions  made.  I  like  the 
suggestion  about  gathering  together  those  who  are  too 
old,  in  a  special  class.  There  is  this  one  point  we  can 
get  from  colleges;  they  give  degrees,  some  with  honor, 
some  with  less  honor,  some  simpty  with  approbation. 
We  can  make  a  distinction  between  those  who  are  pro- 
moted with  honor  and  those  who  are  not. 

Mr.  Lawrance:  We  have  to  adapt  ourselves  to  the 
local  conditions.  We  give  certificates  of  promotion  to 
those  who  do  the  required  work.  The  others  go  on 
without  the  public  recognition.  I  do  not  believe  we  can 
make  an  absolute  basis  on  educational  lines  for  grading. 

What  is  Sunday-school  evangelism? 

Mr.  Scott:  My  idea  is  to  give  every  one  of  the  pupils 
opportionity  through  the  Decision  Day,  to  decide  earh^ 
for   Christ;    and    we    are    beginning    to    find    out    that 


Snpcn'titciidt'nts'  Conference  609 

children  can  decide  intelligently  much  earlier  than  people 
h'lve  been  thinking,  especially  when  you  have  catecheti- 
cal classes  conducted  by  the  pastor. 

A  Delegate  :  Impress  on  the  teachers  that  they  ought 
to  expect  the  children  to  decide  for  Christ  very  early. 

A  Delegate:  The  teacher,  having  the  work  on  his 
heart,  looking  into  the  eyes  of  the  scholar,  watching  the 
indications,  seeing  that  they  are  right  on  the  point  of 
accepting  Christ,  may  then  follow  it  up  personally. 

A  Delegate:  I  suggest  a  conference  of  superinten- 
dents, teachers  and  pastors  occasionalh%  to  mark  any- 
thing which  they  have  noticed  in  their  classes  in  the  way 
of  inclination  to  accept  Christ. 

A  Delegate:  Have  a  scholars'  prayer-mseting  at 
the  close  of  the  Sunday-school.  "^.Ve  brought  in  twenty- 
seven  of  our  scholars  last  winter  in  that  way. 

A  Delegate:  One  thing  among  many  which  has 
been  greatly  blessed  in  our  own  school  was  a  spiritual 
census  by  means  of  cards  having  the  name  and  address 
of  every  pupil,  and  figures,  1,2,3,  4-  to  be  marked  accord- 
ing to  the  wa}'  the  scholar  wished  to  describe  his  own 
spiritual  condition.  "  i'  meant  that  he  was  a  member 
of  the  church;  "  2  "  meant  that  he  was  ready  then  and 
there  to  indicate  a  positive  decision  for  Christ;  "  3  " 
meant  that  there  was  an  interest  in  his  heart  in  the 
matter  but  that  he  was  not  fully  decided;  "4"  meant 
that  there  was  an  interest  and  that  he  was  willing  he 
should  be  prayed  for. 

A  Delegate:  The  teacher  ought  to  know  his  class 
and  have  private  interviews  with  theni  upon  this  ques- 
tion of  submitting  to  Christ,  and  then  they  ought  to 
h.ave  counsel  with  the  mother  regarding  the  tendencies 
of  the  child  and  the  things  that  must  be  met  and  over- 
come. And  then  an  alliance  between  the  mother  and 
the  school  in  regard  to  bringing  the  scholars  to  Christ 
first,  and  the  training  or  upbuilding  in  the  knowledge 
of  the  Word.  There  ought  always  to  be  this  alliance 
between  the  home  and  the  school. 


6io  The  Conferences 

A  Delegate:  We  sho\ild  take  it  for  granted  that 
the  children  are  already  in  the  Kingdom.  The  teachers, 
officers  and  pastors  should  see  that  they  never  get 
outside  the  Kingdom.  And  if  we  take  that  course  they 
never  will. 

A  Delegate:  In  our  Svmday-school  the  pastor  is 
present  for  an  hour  before  the  Sunday-school  assembles. 
All  understand  that.  Teachers  sometimes  bring  pupils 
whom  they  know  to  be  anxious.  Often  the  boys  and 
girls  themselves  bring  other  boys  and  girls. 

A  Delegate:  What  will  you  do  with  the  scholars 
who  decide  for  Christ  on  Decision  Day? 

Mr.  Lawrance:  Teach  them  to  confess  Christ.  In 
our  school  at  Syracuse,  New  York,  our  pastor  conducts 
a  class  for  just  that  kind  of  boys  and  girls  for  two  or 
three  months  after  they  have  made  that  decision,  and 
when  he  and  the  board  of  deacons  are  satisfied  of  their 
conversion  they  are  accepted  into  full  membership  in 
the  church. 

A  Delegate:  At  our  church  we  divide  the  boys  and 
girls  into  separate  classes  and  they  are  conducted  along 
that  same  line. 

Mr.  Miller,  of  Los  Angeles:  In  our  church  we  put 
them  into  a  class  under  the  care  of  the  deacons  on  Sun- 
day morning. 

Mr.  lyAWRANCE:  What  is  wise  to  say  to  a  child  ten 
or  twelve  years  old  who  has  intelligently  accepted 
Christ  and  is  ready  to  come  into  the  church,  bvxt  the 
parents  forbid? 

Answer:  Tell  him  to  wait  patiently  until  the  parents 
consent. 

Mr.  Lawrance:  It  is  very  discouraging  to  a  child 
who  is  really  a  Christian  to  be  refused  by  the  parents. 
Whoever  deals  with  that  child  is  in  a  delicate  position. 
You  must  not  turn  that  child  against  father  and  mother. 
Btit  we  can  teach  them,  "  It  is  right  to  obey  father  and 
mother;  but  you  can  be  a  Christian  under  these  cir- 
cumstances outside  the  church." 


The  Home  Department  Conference  6ii 

Primary  Department  Conference 

W.   J.   SEMELROTH,   Presiding 
Mrs.   J.    WOODBRIDGE  BARNES,   Leader 

This  conference,  held  in  the  Bond  Street  Congrega- 
tional Church,  attracted  a  large  number  of  primary 
and  junior  teachers  and  workers.  After  devotional  ser- 
vices by  Mr.  A.  H.  Mills,  a  member  of  the  International 
Executive  Committee,  greatly  interested  in  primary 
work,  there  were  two  notable  addresses,  one  by  Mrs. 
James  L.  Hughes,  Toronto,  Ontario,  president  of  the 
International  Kindergarten  Union,  on  "  Cooperation 
Between  Home  and  School,"  and  the  other  on  "  The 
Age  of  Spiritual  Awakening,"  by  Prof.  A.  B.  Van 
Ormer,  Gettysburg  College,  Norwood,  Pa.  Professor 
Van  Ormer' s  topic  was  the  result  of  a  special  investi- 
gation made  for  the  International  Primary  Department. 
His  address  appears  in  another  part  of  this  volume. 

We  regret  that  a  full  report  of  this  conference  is  not 
at  hand. 


The  Home  Department  Conference 

Mrs.  FLORA  V.  STEBBINS  in  charge 

The  Jarvis  Street  Baptist  Church, 
Saturday,  2  p.m.,  June  24,  1905, 
Toronto,  was  well  filled  with  enthu- 
siastic Home  Department  workers. 
In  the  absence  of  Mr.  W.  H.  Hall, 
of  New  York,  who  was  to  preside, 
Mrs.  Flora  V.  Stebbins,  of  Massa- 
chusetts, took  charge  of  the  con- 
ference. 

Mr.  C.  D.  Meigs,  General  Secretary 
for  Texas,  said:  "  The  Home  Depart-        ^j^^  j.-  v.  stebbins 
ment  work,   like   the   plan   of  salva- 
tion, is  surrounded  by  a  lot   of   human  difficulties  and 
misapprehensions,    but    none    divine.     The    majority  of 


6i2  The  Conferences 

schools  have  at  least  three  departments,  the  primary, 
intermediate  and  adult,  and  these  include  all  who 
attend  the  school.  But  every  community  has  many 
people  in  it  who  cannot  attend  the  main  school,  and 
they  need  Bible  study  as  much  if  not  more  than  those 
who  go  to  Sunday-school.  So  we  start  the  Home  De- 
partment. Its  members  are  those  people  who  cannot 
or  will  not  attend  the  school,  but  who  do  study  the 
ctirrent  Sunday-school  lesson  at  least  one  half  hour 
each  week  in  tTieir  homes,  and  keep  a  record  of  the 
lessons  studied  and  make  a  report  to  the  visitor  at  the 
end  of  the  quarter. 

"  The  reason  so  many  schools  have  no  Home  De- 
partment is  because  the  church  fvimishes  so  few  mem- 
bers who  realh^  have  religion  enough  to  do  such  personal 
work.  All  it  needs  is  a  few  real  Christians  who  have 
religion  in  their  souls  and  spell  it  soles.  It  takes  walking, 
talking  is  not  enough.  Its  scope,  geographically,  is 
from  the  Atlantic  to  the  Pacific,  and  from  the  grizzly 
bear  in  the  North  to  the  alligator  in  the  South.  As  to 
the  family,  it  may  reach  from  the  baby  in  the  cradle 
to  the  father,  mother,  grandmother,  grandfather  and 
the  servants.  It  fits  everjT^'here.  There  is  not  a  school 
anywhere  so  small  that  it  cannot  be  made  larger  by  it, 
so  poor  that  it  cannot  be  made  richer  by  it,  so  good 
that  it  may  not  be  made  better  by  it.  It  will  fit  in 
country,  town  or  city,  and  can  be  made  helpful  and 
successful  wherever  people  want  it." 

]\Irs.  Phoebe  Curtiss,  State  Superintendent  of  the 
Home  Department  of  Ohio,  spoke  on  "  Superintendents 
and  Visitors,  Their  Qualifications,.  Their  Duties,  Their 
Privileges." 

"  It  is  imperative  that  the  superintendent  and  visitors 
of  the  Home  Department  be  wisely  chosen.  The  first 
essential  is  interest  in  the  work,  interest  sustained  by 
thorough  information  and  accompanied  by  an  enthu- 
siasm that  never  wavers.  The  workers  need  consecra- 
tion, tact  bom  of  sympathy,  courage  and  system." 


The  Home  Department  Conference  613 

Duties.  "  The  Home  Department  superintendent 
enlists  and  instructs  the  visitors,  directs  their  work, 
inspires  and  advises  them.  The  visitors  make  their  calls, 
procure  and  instruct  the  members,  furnish  them  regu- 
larly with  the  lesson  helps,  receive  their  reports  and 
make  reports  to  the  superintendent  of  the  department. 
The  visitor  strives  to  awaken  interest  in  all  matters 
pertaining  to  the  church  and  school.  The  privileges  are 
manifold :  They  serve  the  home  by  giving  it  the  blessing 
of  the  open  Bible,  the  church  and  school  by  creating, 
increasing  and  continuing  an  abiding  love  and  interest, 
and,  above  all,  they  serve  their  Master  by  winning  souls 
to  him." 

Mrs.  J.  R.  Simmons,  State  Home  Department  Super- 
intendent of  New  York,  spoke  concerning  Auxiliary 
Workers,  Secretaries  and  Treasvirers,  and  Substitute 
Visitors. 

"  The  superintendent  of  a  Home  Department  must  be 
the  head  or  the  work  cannot  be  unified.  Therefore,  the 
the  secretary  should  work  under  the  direction  of  the 
superintendent  much  after  the  manner  of  the  private 
secretary  of  the  business  man.  Independent  action  by 
the  secretary  might  confuse  or  mar  the  superintendent's 
plans.  Careful  records  should  be  kept,  a  report  should 
be  made  quarterly  to  the  Sunday-school. 

"  Only  large  departments  need  a  treasurer.  Care 
must  be  taken  not  to  emphasize  the  financial  part  of 
the  work  to  the  members;  it  is  their  personal  good,  not 
their  possessions,  that  we  seek.  The  Home  Department 
worker  can  only  learn  lessons  written  on  the  page  of 
experience,  hence  the  visitor  who  is  wise  will  have  some 
one  on  whom  she  can  depend  to  study  the  work  with 
her,  call  with  her,  and  in  case  of  emergency  act  as  her 
substitute.  The  substitute  visitor  will  often  prove  well 
fitted  to  take  up  the  work  of  the  regular  visitor." 

Mrs.  Flora  \".  Stebbins  spoke  of  the  Sunshine  Band 
which  was  introduced  into  the  Sunday-school  family  b^ 
herself   in   April,    1900. 


6 14  The  Conferences 

"  The  Sunshine  Band  is  the  orc^anization  of  girls  be- 
tween the  ages  of  eight  and  fifteen,  for  the  purpose  of 
stimulating  them  in  church  work.  We  give  the  methods 
of  one  band  in  operation  as  an  illustration. 

"  Sixteen  girls  have  pledged  themselves  to  attend 
the  meetings  of  the  Band,  obey  their  leader  and  to  cajry 
'  stmshine'  wherever  they  go,  and  to  meet  every  Wednes- 
day afternoon  at  four  o'clock  in  the  church  parlor.  After 
a  brief  devotional  spr\'ice  reports  are  heard  from  the 
committees,  viz.:  \'isiting.  Supply,  Work,  Supper  and 
Out-look.  Reports  are  discussed,  plans  made  for  the 
work  of  the  week  and  the  work  in  hand  is  taken  up. 
In  this  Band  two  children  are  dependent  on  the  "  Sun- 
shine Band  '  for  all  that  they  wear,  and  so,  while  the 
fingers  are  busy  with  the  sewing  the  president  of  the 
foreign  missionary  society  tells  them  of  the  last  news 
from  India.  The  work  of  all  the  church  societies  is  thus 
made  familiar  to  the  girls. 

"  Each  girl  brings  her  supper  and  at  six  o'clock  sits 
down  to  the  table  and  a  season  of  good  cheer  follows,  in 
which  the  leader  learns  of  the  everyday  life  of  her  girls, 
their  home  and  school  problems,  and  with  wise  sym- 
pathy covmsels  them.  At  the  close  of  the  tea  hour  the 
leader  prays  for  her  girls  and  for  the  work.  While  the 
supper  things  are  being  cleared  she  has  her  cose}''  talk 
with  those  who  desire.  At  7  p.m.  all  adjoiun  to  the 
chapel  where  they  are  met  by  other  girls  and  boys. 
They  practice  hymns  and  learn  new  ones.  At  7.45  they 
lead  the  praise  service  of  the  midweek  prayer  meeting 
of  the  church.  Here  they  bring  the  sunshine  of  their 
sweet  voices  and  the  inspiration  of  their  presence  at  the 
family  gathering  of  the  church.  Four  of  the  girls  joined 
the  church  on  Easter  Sunday." 

Results.  "  The  girls  are  taught  to  do  the  work  that 
devolves  on  the  women  of  the  chiirch  intelligently  and 
well,  and  learn  that  their  highest  happiness  comes  from 
serving  others  and  so  serving  Him.  They  have  been 
the  means  of  carrying  sunshine  into  many  dark  homes." 


The  Home  Department  Couference  615 

Rev.  E.  W.  Halpenny,  General  Secretary  of  Indiana, 
spoke  on  the  Messenger  Department.  "  What  is  known 
in  the  East  as  the  '  Messenger  Service  '  has  been  devel- 
oped in  Indiana  into  a  '  Department  '  of  the  State 
Sunday-School  Association,  and  also  of  the  individual 
school.  It  is  an  opportunity  to  organize  the  boys  from 
ten  to  fifteen  years  of  age  into  a  permanent  company 
for  work  relating  to  the  church  and  Sunday-school. 
The  plan  has  a  simple  constitution,  including  one  or  two 
restrictions  as  to  being  gentlemanly  and  avoiding  the 
use  of  tobacco  and  bad  language. 

"  A  fundamental  advantage  is  in  giving  the  boys  the 
idea  that  they  are  and  can  be  of  some  use  in  the  chiirch 
and  Sunday-school.  It  also  provides  an  outlet  for  the 
tons  of  surplus  energy  found  among  any  group  of  boys 
in  the  period  of  early  adolescence  or  even  earlier.  There 
are  many  things  a  boy  can  do  such  as  carrying  the 
notices  or  church  papers,  delivering  calls  for  special 
meetings,  taking  books  or  papers  to  the  Home  Depart- 
ment members,  acting  as  pages  and  guides  at  conven- 
tions. In  addition  to  this  the  boys  may  cultivate 
flowers  and  carry  them  to  the  sick,  the  same  with  fruit 
and  vegetables,  distributing  them  to  the  needy,  etc. 
In  our  Indiana  Department,  realizing  that  '  all  work  and 
no  play  '  still  makes  '  Jack  a  dull  boy '  we  have  added 
both  an  athletic  and  literary  aspect  to  our  departments 
with  a  view  to  both  entertain  and  protect  the  boys ;  a 
full  description  of  the  workings  of  the  department  will 
be  sent  free  to  any  one  inclosing  postage  and  addressing 
such  request  to  the  State  Sunday-School  Association, 
at  Indianapolis,  Ind." 

Mr.  E.G.  Knapp,  of  Hartford,  Gonn.,  spoke  on  "  How 
to  Increase  the  Membership  of  the  Department.  "  "  Dur- 
ing the  past  three  months  we  have  increased  our  depart- 
ment from  65  to  255,  and  I  have  been  asked  to  tell  how 
it  was  done. 

"  I.  We  realized  the  need.  We  believe  that  the 
Bible  is  the  greatest  book  in  all  the  world  and  that  it 


6i6  The  Conferences 

should  be  studied.  The  Bible  cannot  be  taught  in  the 
public  schools.  The  Bible  does  not  have  the  honored 
place  it  deserves  in  the  home  and  family  worship.  The 
adult  church  members  are  not  attending  the  Bible  school 
as  they  should.  Many  of  them  do  not  look  on  the 
Sunday-school  as  the  Bible  studying  and  Bible  teach- 
ing service  of  the  church,  but  merely  as  a  children's 
affair.  Some  simple,  systematic  plan  of  Bible  stud)' 
is  needed.  It  enabled  us  to  take  the  Sunday-school  to 
the    individual. 

"2.  We  went  at  it,  yes,  in  more  ways  than  one. 
-4 .  Through  the  teachers'  meeting.  We  asked  our  teach- 
ers to  call  on  the  parents  of  the  boys  and  girls  in  their 
classes.  This  gave  them  an  excuse  to  make  calls.  B. 
Through  the  scholars.  From  the  platform  in  the  Sun- 
day-school the  superintendent  held  the  Home  Depart- 
ment idea  before  the  whole  school,  frequently  asking  the 
classes  concerning  the  progress  made.  C.  Through  the 
pulpit.  Pastor  preached  on  Bible  study  and  urged  all 
to  either  join  the  main  school  or  the  Home  Department. 

D.  We  arranged  for  systematic  calling  in  the  parish. 

E.  We  supplied  each  member  with  a  copy  of  the  World 
Evangel  each  month.  Our  offering  envelopes  were  given 
out  each  month  instead  of  each  quarter.  This  required 
frequent  visitation  and  it  also  increased  the  offerings. 

"3.  We  stuck  to  it.  Perhaps  ninety  per  cent  of 
Sunday-school  success  is  sticking  to  it.  It  required 
hard  work  to  get  the  momentum,  but  steady,  earnest 
and  enthusiastic  effort  will  bring  it  about." 

Rev.  T.  C.  Gebauer,  State  Field  Worker  of  Henderson, 
Ky.,  spoke  on  "  How  to  Increase  Interest  in  the  Depart- 
ment in  the  Township  and  District." 

"  I.  Secure  the  cooperation  of  all  the  pastors.  Ask 
them  to  preach  a  sermon  on  the  Home  Department  or 
Home  Bible  Study;  explain  the  work  and  prepare  the 
way  for  starting  the  department. 

"2.  Hold  conferences  with  superintendents  of  depart- 
ments   and    Sunday-schools    and    plan    house-to-house 


The  Home  Department  Conference  617 

visitation;    district  the  territory  and  secvire  the  name 
and  address  of  every  member  in  the  community. 

"3.  Arrange  a  meeting  of  all  the  visitors  of  the  dis- 
trict, hear  reports,  meet  difficulties,  instruct  them  in  new 
methods  and  in  all  ways  encourage  them. 

"4.  Hold  a  rally  with  the  Home  Department  mem- 
bers; give  a  review  and  preview  of  the  lessons.  Get 
the  members  acquainted  and  cultivate  the  social  side 
of  Siinday-school  work. 

"5.  Give  the  Home  Department  a  prominent  place 
on  the  program  of  the  district  convention;  distribute 
literature,  and  frequently  publish  reports  concerning  the 
work  in  the  various  schools  of  the  district  and  thus 
keep  the  department  before  the  people. 

"6.  He  can  best  help  increase  the  interest  of  the 
Home  Department  by  loving  the  work,  praying  for  the 
spiritual  power  and  not  weary  in  going  about  pleading 
for  an  open  Bible  in  the  home." 

Mr.  C.  E.  Hauck,  General  Secretary  of  Cook  County, 
Illinois,  spoke  on  "  How  to  Increase  Interest  in  the 
Department  in  the  County."  "  Realize  first  that  there 
is  a  field  to  occupy.  We  have  the  thing  it  needs.  Our 
command  to  do  the  work  is  from  the  Lord.  It  is  a  great 
opportunity  for  a  large  amount  of  work.  Three  things 
it  demands: 

"  I.  Conviction  that  it  is  necessary,  that  you  are 
to  do  it,  that  it  is  worth  your  best  effort.  2.  Concen- 
tration. Emphasize  it  in  all  meetings.  Appoint  or 
elect  a  director  or  secretary.  Organize  as  a  department 
and  get  a  working  committee.  Have  those  who  are 
successful  relate  their  experience.  3.  Continuation. 
A  let  up  will  let  down.  The  end  will  show  the  success 
not  the  beginning.  Make  a  long  pull,  a  strong  pull 
and  a  pull  all  together  all  the  time.  We  followed  this 
in  Cook  County  last  fall  and  the  results  are  most  gratify- 
ing." 

Mr.  W.  G.  Landes,  Field  Secretary  of  Pennsylvania, 
spoke  on  "  How  to  Increase  the  Interest  in  the  State." 


6i8  The  Conferences 

"  First,  By  the  employment  or  the  appointment  of  a 
Hve  man  or  woman  who  will  give  all  the  time  or  part 
of  the  time  to  this  work;  one  who  will  keep  in  close 
touch  with  the  county  home  department  superintend- 
ents. Second,  By  keeping  at  the  state  headquarters  a 
supply  of  home  department  leaflets  explaining  the  char- 
acter and  nature  of  the  work,  to  be  furnished  free  by  the 
state  to  the  county  associations  to  be  distributed  through- 
out the  county.  Third,  By  publishing  regularly  in  the 
columns  of  the  state  association  paper,  if  one  is  printed, 
bits  of  news  and  items  of  interest  concerning  the  work. 
Fourth,  By  organizing  a  lecture  bureau  through  which 
the  county  conventions  and  Sunday-school  rallies  can 
be  supplied  with  speakers  who  are  thoroughly  conver- 
sant with  every  phase  of  the  work." 

Rev.  J.  A.  Worden,  D.D.,  LL.D.,  of  Philadelphia, 
spoke  on  "  How  to  Increase  the  Interest  in  the  Depart- 
ment throughout  North  America."  The  immediate 
need  of  a  sub-committee  from  the  International  Execu- 
tive Committee  was  emphasized.  Let  such  a  committee 
come  into  as  close  contact  as  possible  with  the  state 
secretaries,  either  personally  or  by  correspondence,  to 
give  direction  and  encouragement.  The  ideal  leader- 
ship would  be  an  International  Home  Department  Sec- 
retary. Until  the  ideal  can  be  attained  a  committee 
would  be  of  the  greatest  help  and  inspiration.  Dr. 
Worden  emphasized  the  importance  of  time  on  conven- 
tion programs  to  the  presentation  of  and  conferences 
upon  this  work. 

The  following  resolution  was  adopted  and  presented 
to  the  Executive  Committee: 

"  Resolved,  That  it  is  the  desire  of  this  conference,  in- 
asmuch as  the  Home  Department  has  attained  to  such 
importance,  that  it  be  given  a  larger  place  on  the  pro- 
gram of  the  next  triennial  convention  in  1908." 


Organized  Temperance  Work  619 

Organized  Temperance  Work 

Mrs.  ZILLAH  FOSTER  STEVENS 

"  No  right  conduct  without  proper  instruction." 

Recognizing  the  necessity  of 
systematic  and  effective  temper- 
ance teaching  that  shall  save  our 
rising  generation  from  the  destruc- 
tion wrought  by  alcohol,  cigarettes, 
opium  and  other  narcotics,  thirteen 
states  and  six  provinces  have  re- 
sponded to  this  need  by  including 
a  temperance  department  in  the 
organized  work  of  their  Sunday- 
Mrs,  z.  F.  Stevens  school  associations.  These  tem- 
perance departments,  through  regu- 
larly appointed  temperance  secretaries,  or  superinten- 
dents in  counties,  districts,  townships,  or  individual 
schools,  aim  to  bring  specific  and  thorough  temperance 
teaching  to  every  child  in  every  Sunday-school.  The 
states  and  provinces  having  temperance  departments 
are:  Illinois,  Iowa,  Arkansas,  Nebraska,  North  and 
South  California,  Missouri,  West  Virginia,  Wyoming, 
Indian  Territory,  North  Dakota,  South  Dakota  and 
Ohio  (the  Ohio  department  is  known  as  the  Good 
Citizenship  Department),  Nova  Scotia,  New  Bruns- 
wick, Prince  Edward  Island,  Alberta,  Manitoba  and 
Quebec. 

At  a  conference  of  temperance  secretaries  held  at 
Toronto,  general  agreement  was  reached  as  to  the  work 
and  methods  that  would  effectively  promote  temper- 
ance v.-ork  in  our  Sunday-schools.  The  plan  in  out- 
line was  as  follows:  In  general  teach,  and  apply  to  daily 
life,  those  scripture  truths  and  principles  which  shall 
"  educate  the  children  for  total  abstinence  and  for  the 
destruction  of  the  liquor  traffic";  temperance  secre- 
taries or  superintendents  in  every  county,  township 
and  individual  school,  to  plan  and  direct  the  temperance 


620  The  Conferences 

teaching;  make  faithful  and  definite  use  of  the  ap- 
pointed temperance  lesson  in  each  quarter,  so  that  every 
grade  and  department  of  the  school  may  receive  appro- 
priate temperance  teaching,  —  Home  Department  and 
Primary  Department  to  be  included. 

The  temperance  lessons  of  the  first  and  third  quarters 
to  be  taught  by  each  Individual  teacher  to  each  indi- 
vidual   class. 

The  temperance  lesson  of  the  second  quarter  to  be 
used  as  Anti-Cigarette  Day.  General  exercises  are 
recommended,  when  the  evils  and  dangers  of  the 
cigarette  habit  shall  be  taught.  Pledge  signing  is 
recommended. 

The  temperance  Sunday  in  the  fourth  quarter  — 
World's  Temperance  Sunda}'  —  to  be  used  as  an  occa- 
sion for  teaching  Christian  patriotism,  Christian  citizen- 
ship; for  urging  the  claims  of  that  "  righteousness  "■ 
which  "  exalteth  a  nation  ";  and  for  warning  against 
that  sin  of  intemperance  which  is  the  special  "  reproach  " 
of  our  people. 

Approved  Methods.  Promote  pledge  signing.  Put 
temperance  books  in  Sunday-school  library.  Distribute 
temperance  literature.  Secure  cooperation  of  Home 
and  Primary  Departments.  Unite  several  schools  in 
temperance  rallies.  Secure  place  for  discussing  meth- 
ods of  temperance  work  on  the  programs  of  township, 
county  and  state  conventions,  also  at  institutes  and 
summer  schools.  Record  temperance  work  done,  and 
report  to  proper  county  and  state  secretary  or  super- 
intendent of  temperance  work. 

At  the  Temperance  Conference  held  in  Toronto,  Sat- 
urday, Jime  24,  1905,  Rev.  Dr.  John  Potts  presiding 
and  Mrs.  Stevens  leader,  the  following  program  was 
observed : 

Subject,  "  Temperance  work  in  the  Twentieth  Century 
Sunday-School. ' ' 

A  Call  to  Temperance  Work  in  Sunday-school.  (Letter. ) 
Rev.   Theodore  L.   Cuvler. 


VJ^^1VER3nT 


Organized  Temperance  Work  621 

Definite  Reasons  why  the  Chvirch  must  Promote  Specific 
Temperance  Work.  1  Letters.  1  Rev.  Charles  Blanchard; 
Bishop   McDowell. 

What  Kind  of  Temperance  Teaching  ?  Letter. )  Robert  E. 
Speer. 

The  Part  of  the  Pastor  in  Sunday-school  Temperance 
Work.      (Letter.)      Rev.    Charles   M.    Sheldon. 

A  Profitable  Temperance  Lesson.  Address,  Rev.  F.  X. 
Peloubet.       (Letter.  )    Rev.    \A'ilbur   F.    Crafts. 

Laying  Foundations  in  Temperance  Work.  Address,  Mrs. 
Mary  F.  Bryner. 

The  Temperance  Teacher's  Ally  —  The  Editor.  Address, 
David  C.   Cook. 

"  A  More  Excellent  Way  "  in  Temperance  Teaching.  Ad- 
dress.   Charles   Gallaudet    Trumbull. 

Temperance  Teaching  from  the  Patriotic  Standpoint. 
Address.  Mrs.  Wilbur  Crafts. 

Cooperation  of  Forces  in  Sunday-school  Temperance  Work. 
Address,  Rev.  John  Potts. 

Mrs.  Stevens  in  opening,  said:  "  The  duty  of  the 
Sundav-school  concerning  temperance  teaching  has  been 
clearlv  defined  by  Dr.  Potts  in  his  address  on  '  Sunday- 
School   Ideals  ': 

"  '  It  is  the  bovinden  duty  of  every  worker  in  the  Sun- 
day-school to  educate  the  children  of  the  church  and 
of  the  home  for  total  abstinence  and  for  the  destruction 
of  the  liquor  traffic' 

"  This  plain  declaration  of  temperance  teaching  as  a 
duty,  —  this  specific  definition  of  the  aim  of  temper- 
ance teaching,  nothing  less  than  total  abstinence, 
nothing  less  than  the  destruction  of  the  liquor  traffic,  — 
has  been  accepted  by  our  Sunday-school  leadership, 
and  by  our  workers  of  the  rank  and  file.  From  every 
quarter  of  the  international  field  comes  the  earnest 
response.  '  We  are  ready,  we  are  eager,  to  give  to  our 
children  this  effective  temperance  teaching;  we  accept 
the  duty,  but  we  ask  for  help  in  its  accomplishment. 
AVe  need  to  leam  wiser,  better  ways  of  fitting  our  tem- 
]>erance  teaching  to  the  facts  of  the  life  of  to-day.' 

"  In  answer  to  this  expressed  need,  the  Program  Com- 
mittee appointed  this  Temperance  Council.     Questions 


62  2  The  Conferences 

covering  every  phase  of  temperance  effort  in  Sunday- 
school  have  been  sent  to  representative  Sunday-school 
workers;  and  the  proceedings  of  this  conference  will 
consist  of  answers  to  these  questions,  contributed  by 
men  and  women  who  represent  every  department  of 
Sunday-school  work.  The  pastor,  the  primary  worker, 
the  editor,  the  lesson  writer,  the  chairman  of  the  com- 
mittee who  prescribes  our  lessons,  the  average  teacher 
who  must  deal  with  these  lessons,  —  all  these,  from  their 
varying  points  of  view,  will  give  their  best  thought  to 
the  solution  of  the  problems  involved  in  '  Temperance 
work  in  the  Twentieth  Century  Sunday-School.'  " 

The  sentiments  expressed  by  the  speaker  at  the  Con- 
ference, or  sent  to  the  leader  by  letter,  were  clear,  clean 
cut  and  helpful.     Among  them  were  the  following: 

The  twentieth  centiiry  church  must  do  definite  temper- 
ance work  because  it  is  Christ's  church,  working  for  humanity 
in  obedience  to  him.  If  the  church  does  not  do  definite 
temperance  work,  either  this  work  will  not  be  done  or  it 
will  be  undone.  —  Bishop  W.  F.  McDoicell,  LL.D.,  Chicago, 
Bishop  of  the  Methodist  Episcopal  Church. 

The  stronger  and  more  inveterate  the  prejudice  that  can 
be  created  in  the  minds  of  children  and  young  people  against 
all  use  of  alcohol,  and  the  more  solidly  they  can  be  estab- 
lished in  the  habits  of  total  abstinence,  the  better.  — -  Jl/r. 
Robert  E.  Speer. 

To  reach  the  Sunday-school  with  any  efficient  temperance 
work,  the  pastor  should  give  at  least  two  months  in  every 
year  in  preaching  to  his  entire  Sunday-school  temperance 
sermons,  making  the  entire  morning  service  a  special  train- 
ing service  along  temperance  and  other  practical  lines  of 
Christian  ethics.  —  Rev.  Charles  M.  Sheldon,  author  of  "  lu 
His  Steps." 

Many  of  the  vicious  and  criminal  were  once  in  the  Sunday- 
school,  and  might  have  been  saved  from  the  drink  that 
swept  them  on  to  ruin,  by  better  temperance  teaching.  With 
only  four  temperance  lessons  a  year,  teacher^;  ought  to  jeal- 
ously guard  every  moment.  For  instance,  when  September 
brings  the  splendid  lesson  of  Daniel's  band,  let  onb^  a  few 
moments  be  given  to  the  story.  Let  us  ask  swiftly,  What  is 
the  chief  peril  of  boys  to-day  in  the  matter  of  drink?  The 
answer  is  beer,  the  most  baneful  drink,  because  —  being 
considered  the  least  harmfvd  —  it  makes  a  beginning.     Eighty 


Organized  Temperance  \\\rrk  623 

per  cent  of  the  inmates  of  an  inebriate  asylum  near  my  New 
York  church  told  me  they  began  with  beer.  Instead  of 
trying  to  teach  everything,  teach  the  danger  from  beer  in  a 
way  to  make  it  felt.  That  is  enough  for  me.  .  .  .  Kev.W.  F. 
Crafts,   Washington,  D.   C 

If  the  church  does  not  promote  specific  temperance  work, 
its  general  and  indefinite  teaching  on  that  subject  will  go 
for  nothing.  If  the  church  does  not  promote  specific  tem- 
perance work  she  will  be  definitely  yoked  up  with  intem- 
perance. The  man  who  in  any  respect  whatever  is  actively 
or  passi\-ely  the  friend  of  the  lif)uor  business  is,  so  far  forth, 
directlv  antagonizing  the  work  of  the  church.  Every  boy 
and  man  who  is  captured  by  the  saloon  is  lost  by  the  church. 
It  follows  absolutely  that  the  man  who,  in  any  respect,  favors 
the  saloon  antagonizes  the  church,  he  is  pulling  down  the 
church  when  he  fails  to  pull  down  the  lifjuor  shop.  —  Charles 
Blanchard,  President  Whcaton   {III. )  College. 

A  temperance  pledge,  taken  in  childhood,  was  my  salva- 
tion from  the  temptations  of  college  life,  and  ever  afterward; 
and  I  would  like  to  see  the  pledge  wisely  introduced  into  all 
our  Sabbath  schools.  Every  pastor  ought  not  only  to 
preach  against  the  deadly  drink  usages  in  his  pulpit,  but 
press  upon  the  children  in  his  Sunday-school  that  their  only 
safety  from  the  deadly  and  soul-damning  sin  of  drunkenness 
is  to  stop  before  they  begin.  —  Rev.  Theodore  L.  Cuyler,  D.D., 
Brooklyn,    N.  Y. 

Nothing  affords  such  an  opportunity  to  mold  the  hearts 
and  lives  of  bo^^s  and  girls  for  temperance  as  do  Sunday- 
school  lesson  helps  and  Sunday-school  papers.  The  scholar 
may  listen  to  his  teacher  talk  on  temperance  for  twenty  or 
thirty  minutes.  He  listens  to  his  paper  for  hours.  The 
teacher  reaches  the  child,  the  paper  reaches  the  whole  family. 
One  of  the  chief  difiiculties  in  the  way  of  securing  satisfactory 
results  in  Sunday-school  temperance  work  is  in  holding  the 
scholars  in  attendance  until  voluntary  decisions  have  been 
made  and  habits  of  life  formed.  It  is  a  sad  fact  that  a  large 
proportion  of  the  boys  and  girls,  seventy-five  percent  of  the 
boys,  leave  the  Sunday-schools  before  this  time  is  reached. — 
David  C.  Cook,  Chicago. 

Let  tem]ierance  teaching  begin  with  the  little  ones,  empha- 
sizing the  positive  side;  j^rojier  care  for  the  body  God  has 
given  to  be  his  dwelling  place.  Love,  faith,  truth  and 
caution  are  comer  stones  that  rightfully  belong  to  the  foun- 
dations of  childhood's  character.  —  J\irs.  Mary  Foster  Bryner, 
Peoria    111. 

Strong  drink  ha.s  its  grip  on  the  throat  of  the  world  and 
the  children  of  all  nations  need  to  be  warned   against  it. 


624  The  Conferences 

Through  the  teaching  of  o\ir  children  in  the  Sunday-school, 
the  church  of  God  can  undo  this  grip.  The  quarterly  tem- 
perance lessons  give  the  church  some  opportiinity  of  teach- 
ing temperance.  Let  us  make  the  most  of  these  fovir-times-a- 
year  chances,  and  as  often  as  possible,  at  other  appropriate 
times,  bring  up  the  subject.  Let  temperance  be  presented 
as  a  patriotic  as  well  as  a  religious  duty.  Let  the  national 
flag  be  in  evidence  on  temperance  Sundays  and  teach  that 
drunkenness  disgraces  the  Christian  nation  to  which  we 
belong.  Through  temperance  teaching  let  us  develop  a 
noble  patriotism.- — Mrs.  Wilbur  F.  Crafts,  Washington,  D.  C. 

The  "  more  excellent  way  in  temperance  teaching  "  is 
teaching  by  fact  rather  than  by  exhortation.  Perhaps  the 
best  instance  of  the  teaching  by  fact  rather  than  by  exhor- 
tation is  the  work  being  done  to-day  throiighout  the  public 
schools  of  the  country  in  the  line  of  systematic  temperance 
instruction,  and  to-day  there  are  26,000,000  children  in  the 
United  States,  who,  under  the  laws  of  the  state  and  nation, 
are  compelled  to  attend  public  schools  in  which  they  must 
receive  systematic  temperance  instruction.  In  the  naatter 
of  signing  the  pledge,  for  total  abstinence,  appeal  to  fact  can 
be  made  effective.  The  more  excellent  way  in  temperance 
teaching  is  never  to  let  up  on  it.  —  C.  G.  Trumbull,  The 
Sunday  School   Times. 

The  first  condition  of  a  profitable  temperance  lesson  is  that 
the  teacher  should  seek  to  influence  his  pupils  by  means  of 
the  principles,  the  motives  and  the  arguments  which  are 
effective  in  making  and  keeping  himself  a  total  abstinence 
man.  The  best  temperance  lessons  are  based  on  broad 
principles  such  as  underlie  many  other  choices  and  actions. 
Basing  the  temperance  lessons  on  principles  there  may  be 
more  than  four  teniperance  lessons  a  year.  For  often  a 
teacher  and  the  lesson  writer  can  clearly  designate  a  tem- 
perance application  as  one  of  the  truths  that  grow  out  of 
the  principle  which  is  the  soul  of  the  lesson.  The  best 
temperance  lessons  are  those  which  come  naturally  in  the 
course  of  continuous  Bible  study,  and  that  use  the  illustra- 
tive method  to  make  the  teaching  vivid  and  impressive. 
"  The  Star  of  Bethlehem  "  for  temperance  may  be  "  Over 
the  School  House."  but  the  cradle  in  which  the  temperance 
cause  is  rocked  is  in  the  Sunday-school.  —  Rev.  F.  N . 
Peloubct,  D.D.,  author  of  "  Select  Notes." 


Chinese  Workers'  Conference 

This  conference  was  held  in  the  Knox  Presbyterian 
Church.  Owing  to  the  illness  of  Rev.  Dr.  McKay,  chair- 
man, Rev.  A.  Gandier,  M.A.,  presided. 


Chiucsr  ]]'orkcrs'  Conference  625 

Dr.  I.  C.  Thompson,  of  Montreal,  referred  to  the  fact 
that  there  are  three  hundred  classes  for  Chinese  in 
Canada,  and  that  more  than  two  thousand  volunteers 
in  Canada  alone  are  devoting  themselves  to  bringing 
gospel  truth  to  thousands  of  Chinese  youth.  Greet- 
ings were  presented  from  more  than  a  score  of  places, 
not  including  those  represented  by  members  of  the  con- 
ference from  several  of  the  larger  places  in  the  United 
States  and  Canada. 

Supt.  George  Ewing,  of  Toronto,  explained  the  manner 
in  which  the  churches  in  Toronto  are  divided  into  dis- 
tricts, each  under  the  supervision  of  a  church  engaged 
.in  interesting  the  Celestials.  A  canvass  is  made  for 
pupils,  and  when  found  the}^  are  better  accommodated 
in  the  school  than  they  were  in  their  own  land.  It  v/as 
urged  that  each  one  should  have  a  separate  table,  and 
that  among  the  textbooks  used  the  Bible  should  always 
be  included. 

Mrs.  E.  D.  Hall,  superintendent  of  Toronto  Chinese 
Christian  Endeavor  Society,  advanced  the  opinion  that 
teachers  should  be  of  middle  age  and  that  the  books 
used  should  contain  a  vocabulary  such  as  is  in  use  in 
ordinary  conversation.  The  pupil  should  be  persuaded 
to  read  the  Bible  and  to  pray  in  Chinese.  She  gave  a 
number  of  suggestions  to  teachers;  among  them  were 
the  following:  Do  not  try  to  teach  too  much.  Speak 
distinctly  and  in  an  even  tone.  Avoid  undue  famil- 
iarity, and  when  necessary  to  call  upon  your  scholar, 
companionship  of  the  superintendent  or  fellow-teacher 
on  the  part  of  a  young  lady  would  be  becoming. 

Mr.  Joseph  Henderson  expressed  the  opinion  that 
missionaries  in  China  could  greatly  aid  those  in  this 
country  by  writing  books  on  the  character  of  the  China- 
men and  the  best  method  of  instructing  them.  Among 
the  hindrances  he  found  the  lack  of  comprehension  of 
the  Celestial  character,  the  difficulty  of  communication; 
on  the  other-hand,  the  over-earnestness  of  the  Chinese 
to  learn  was  a  great  advantage. 


626  The  Conferences 

Rev.  Thomas  Pat  on,  of  Ontario,  for  several  years  in 
Canton,  China,  founder  and  president  of  the  Chinese 
work  in  western  Canada,  related  his  experiences. 

Rev.  A.  B.  Winchester,  of  Toronto,  said  that  in  many 
cases  men  converted  here  to  Christianity  return  to  their 
own  land  and  teach  others.  Then  those  who  remain 
still  pagans  were  of  great  use  in  promoting  a  friendly 
feeling  toward  Europeans. 

Not  the  least  interesting  feature  of  the  conference  was 
an  address  by  Rev.  Dr.  Hager,  of  Hong  Kong,  now  on 
furlough   from  work  in  the  native  villages. 

A  resolution  deprecating  the  opium  traffic  at  home 
and  abroad  was  heartily  adopted.  t 

American  policy  toward  the  Chinese  was  referred  to 
by  Rev.  W.  H.  Lingle,  a  missionary  from  Hunan,  China. 
He  said  there  is  still  an  opportunity  for  placing  good 
schools  in  China. 

There  was  an  interesting  display  of  Sunday-school 
literature,  and  as  a  sequel  to  the  conference  several 
interesting  gatherings  of  Chinese  and  teachers  were  held 
on  the  following  day,  notably  one  at  Cooke's  Presby- 
terian Church,  when  some  three  hundred  Chinese  were 
addressed  by  Drs.  Hager,  Thompson  and  Lingle,  in 
Chinese.  The  conference  secretary,  Mr.  T.  Humphries, 
of  Toronto,  presided. 

Field  Workers'  Conference 

Prof.   E.  A.  FOX 

This  conference  met  for  three  days  immediately 
preceding  the  International  Convention  at  Toronto. 
Nearly  one  thousand  association  and  primary  workers 
were  in  attendance.  The  conference  was  favored  with 
a  very  helpful  and  interesting  address  on  the  history 
of  the  department  by  President  E.  ]\I.  Fergusson.  He 
closed  by  giving  some  excellent  suggestions  for  the 
improvement  of  the  work. 

Mr.  W.  C.  Pearce  at  a  former  meeting  had  been  asked 
to  prepare  a  digest  of  the   principles  and  methods  of 


Field  Workers'  Coujereuee  627 

county  organization.  For  an  hovir  each  day  the  con- 
ference considered  this  digest  in  detail  with  Mr.  Pearce. 
When  completed  this  will,  no  doubt,  be  one  of  the  most 
valuable  documents  ever  issued  by  the  department. 
It  discusses  in  detail  the  plan  of  organization,  the  officers 
needed,  the  duties  of  the  various  officers,  the  necessary- 
departments  for  a  complete  organization,  the  kinds  of 
work  to  be  carried  on  by  the  association,  the  annual 
convention,  the  organization  of  the  townships,  the 
gathering  of  statistics,  house-to-house  visitation,  ban- 
ner counties,  standards  of  excellence  for  the  county, 
the  township,  and  the  individual  school  —  in  short 
every  detail  of  the  work  of  a  thoroughly  organized 
county.  As  many  of  our  county  officers  are  imac- 
quainted  with  the  work  and  the  duties  they  are  expected 
to  perform  when  first  elected,  this  pamphlet  will  be  of 
inestimable  value  to  them,  and  consequently  to  the 
work,  containing  as  it  does  the  combined  wisdom  of 
the  international  and  state  officers. 

The  gathering  and  use  of  statistics  is  regarded  as  one 
of  the  most  important  and  one  of  the  niost  difficult 
duties  connected  with  our  work.  At  Denver,  in  1902, 
it  was  decided  to  ask  each  state  to  secure  information 
from  the  individual  Sunday-school  on  ten  points.  These 
were  thoroughly  discussed  and  revised  at  the  Toronto 
Conference.  The  question  of  raising  funds  to  carry 
on  the  work  is  another  of  vast  importance,  and  several 
plans  were  suggested.  Dr.  Joseph  Clark,  of  Ohio,  read 
an  interesting  paper  on  the  plan  in  their  state,  which 
elicited  much  interest.  The  plan  is  an  adai)tation  of 
that  used  by  the  Anti-Saloon  League,  and  calls  for 
subscriptions  of  any  amount,  payable  monthly.  They 
have  made  a  great  success  of  it  in  Ohio,  and  other  states 
are  adopting  it. 

After  the  organization  of  a  county  is  completed,  then 
its  work  of  encouraging,  stimulating  and  assisting  the 
individual  Sunday-schools  begins  in  earnest.  Much 
time   was  given  to   this  department    of   the  work    in 


628  The  Conferences 

sectional  conferences.  There  was  a  conference  each  day 
led  by  Mr.  Lawrance  on  the  executive  department  of 
the  work,  for  general  secretaries,  presidents,  treasurers, 
chairmen  and  others.  The  relation  of  these  officers  to 
each  other  and  their  respective  duties  were  fully  dis- 
cussed. Mr.  Charles  D.  Meigs  led  a  conference  on  the 
Home  Department ;  Mr.  W.  C.  Pearce  one  on  Teacher- 
Training;  and  Mr.  J.  H.  Engle  one  on  the  work  of 
County  Secretaries.  These  were  well  attended  and 
much   valuable   help   was   given. 

One  of  the  most  helpful  features  of  the  conference 
was  a  series  of  five  lectures  by  Afr.  E.  P.  St.  John,  of 
New  York,  on  "  Child  Nature  and  the  Sunday-school. " 
Those  who  heard  these  lectures  were  thoroughly  con- 
vinced that  a  knowledge  of  the  child  is  just  as  impor- 
tant as  a  knowledge  of  the  Bible  in  the  management  and 
teaching  of  a  Sunday-school,  and  that  in  the  grading  of 
a  Sunday-school  the  division  into  classes  and  depart- 
ments is  not  arbitrary,  but  is  based  on  fundainental 
characteristics  of  child  nature.  This  was  one  of  the 
best,  as  well  as  the  largest,  conferences  ever  held  by  the 
department. 

Elementary  (Primary  and  Junior)  Institute 

"  Toronto,  1905,"  will  mark  an  era  in  the  organized 
primary  and  junior  work,  because  of  the  unification  of 
plans  of  work  in  relation  to  what  is  now  known  as  the 
International  Sundaj'-school  Institute,  and  especially  for 
the  coalition  of  the  International  Primary  and  Junior 
Department  with  the  international  organization. 

Formerly,  the  International  Primary  and  Junior 
Department  held  its  sessions  for  business  and  practical 
work  during  the  time  of  the  International  Convention, 
but  at  Denver,  in  1902,  the  plan  of  a  three  da^^s'  insti- 
tute preceding  the  convention  was  inaugurated.  This 
year  at  Toronto  the  uniting  of  the  field  workers  and 
the  elementary  (primary  and  junior)  workers  into  one 


Elementary  histitiite  629 

institute  with  divisions  for  each,  and  joint  afternoon  and 
evening  sessions,  was  voted  a  great  success. 

In  the  elementary  division  two  aims  v/ere  kept  before 
those  present,  the  instructing  of  and  conference  with 
those  who  are  responsible  for  the  guidance  of  others, 
such  as  the  leaders  of  unions,  county  and  state  or 
provincial  secretaries,  and  the  instruction  of  the  indi- 
vidual teachers.  The  work  was  arranged  under  such 
topics  as  were  first  in  importance  on  the  organized  lines, 
and  then  again  divided  into  sections  for  instruction  for 
the  beginners,  primary  and  junior  teachers. 

With  sixty-three  names  on  the  program  of  the  ele- 
mentar)'  division  all  but  two  were  present.  Never 
before  was  such  a  hearty  interest  taken  in  the  conferences 
on  organized  work,  which  included  such  problems  as 
are  constantly  coming  before  us  in  relation  to  our  union 
work,  teacher-training  and  lecture  courses,  to  say  noth- 
ing of  the  plans  for  the  pushing  of  these  in  country,  town 
and  city.  When  from  four  to  five  hundred  people  are 
present  in  that  sort  of  a  conference  at  9.30  in  the  morn- 
ing, and  clamor  for  an  extension  of  time  for  discussion, 
real  interest  is  apparent.  It  is  evident  that  the  work 
has  now  grown  to  the  point  where  it  will  be  necessary 
to  devote  two  or  three  days  wholly  to  these  leaders. 

The  special  interest  centers  about  the  business  meet- 
ings and  the  coalition  of  the  International  Primary  and 
junior  Department  with  the  international  organization. 

For  thirty  years  and  more  the  work  for  the  teachers 
of  the  elementary  grades  (beginners,  primary,  junior)  was 
conducted  entirely  apart  from  the  international  organ- 
ization. Then  there  was  a  partial  co-operation  as 
regards  finances.  At  Denver  plans  for  consolidation 
were  considered.  And  now  the  two  have  been  finally 
brought  together,  the  plans  formed  at  Denver  being 
given  opportunity  to  materialize. 

A  resolution  was  suggested  by  the  primary  and  junior 
workers  themselves,  was  presented  first  to  the  primary 
committee   of   the   international   organization,    and   by 


630  The  Conferences 

them  to  the  International  Executive  Committee.  It 
received  the  latter's  hearty  indorsement.  It  was  then 
brought  to  the  Executive  Committee  of  the  Interna- 
tional Primary  and  Jvmior  Department,  and  was  unani- 
mously adopted.  The  three  persons  chosen  by  the 
latter  as  the  advisory  members  representing  their  inter- 
ests, were  I\Irs.  Alonzo  Pettit,  New  Jersey;  Mrs.  M.  S. 
Lam.oreaux,  Illinois,  and  Mrs.  J.  A.  Walker,  Colorado. 
The  name  "  Elemicntary  "  was  considered  desirable,  as 
the  workers  confessed  to  great  inconvenience  in  being 
obliged  to  say  "  beginners,  primary  and  junior  "  each 
time  they  needed  to  speak  of  these  grades  collectively. 
The  term  "  Council  "  was  the  choice  of  the  International 
Executive  Committee  as  representing  the  work  to  be 
done,  thus  saving  confusion  by  having  the  term  "  Execu- 
tive Committee  "  used  for  more  than  one  body.  The 
resolution  is  as  follo^v•s: 

"  Resolved,  That  subject  to  the  approval  of  the  Execu- 
tive Committee  of  the  International  Sunday-school 
Association,  this  bod}',  composed  of  one  representative 
from  each  state  and  province  appointed  by  the  state  or 
province,  which  has  been  called  the  Executive  Commit- 
tee of  the  Primary  and  Junior  Department,  be  hereafter 
known  as  the  Elementary  Council  of  the  International 
Sunday-school  Association.  This  Council  shall  meet 
triennially  at  the  time  of  the  international  convention, 
and  elect  a  committee  of  three  to  serve  as  an  advisory 
committee  Vv'ith  the  elementary  committee  appointed 
by  the  International  Executive  Committee  in  the  super- 
vision of  the  elementary  grades.  One  member  of  this 
committee  shall  be  elected  as  the  chairman  of  the  Ele- 
mentary Council." 

"While  this  means  that  this  advisory  committee  of 
three,  with  the  regular  committee  of  the  International 
Association,  will  have  supervision  of  the  work  in  the 
field  and  office  as  it  relates  to  this  special  phase  of  work, 
and  while  the  International  Association  will  continue 
to  have  a  secretary  in  charge  of  the  department,  yet  we 


Elementary  Institute  631 

shall  have  the  support  and  assistance  of  a  committee 
having  in  charge  the  investigation  of  the  special  needs 
of  the  beginners,  i)rimary  and  juniors,  and  permanent 
committees  for  the  supplemental  outlines  and  teacher- 
training  course. 

A  new  impetus  was  given  to  the  teacher-training  work 
by  the  address  given  on  "  Training  and  Developing 
Teachers,"  by  Miss  Louise  A.  Emery  of  St.  Paul,  Minn. 
Miss  Emery  is  the  Teacher-Training  Secretary  for  Minne- 
sota. Her  address  was  considered  by  those  who  heard 
her  as  the  finest  presentation  of  the  subject  ever  made  to 
our  body. 

Among  the  subjects  considered  during  the  conference 
of  Primary  and  Junior  Workers,  were  the  following: 

Beginners.  "  Meeting  the  Need  of  the  Beginners," 
Miss  Clara  Louise  Ewalt  of  Ohio. 

"  The  Beginning  of  Christian  Fellowship,"  "  Cradle 
Roll,"  "  Birthdays,"  Mrs.  Stuart  Muirhead,  Xova 
.Scotia.  "  The  Program,"  Miss  Marion  Thomas,  Xew 
Jersey.  Song,  "  The  De velopm.ent , "  Miss  Willena  E. 
BrowTie,  Massachusetts.  "  A  Sunday-school  Session  for 
Beginners  "  was  conducted  v.-ith  Miss  Marion  Thomas, 
New  Jersey,  as  superintendent ;  Miss  Helen  Park,  Mani- 
toba, secretary.  Miss  Grace  M.  Longfellow,  Minneapolis, 
pianist.  A  Round  Table  Conference  was  conducted  by 
Miss  Grace  Tompkins  of  New  York. 

Primary.  "  The  Primary  Teachers'  Duty  and  Oppor- 
tunity," Miss  Lucy  G.  Stock,  Massachusetts.  "  Making 
the  Grade  Work  Attractive,"  Miss  Alice  B.  Hainlin, 
Pennsylvania.  "  A  Supplemental  Lesson  Developed," 
Miss  Mamie  Haynes,  Nebraska.  "  Hints  on  Lesson 
Building,"  Miss  Emily  Lena  Spear,  Illinois.  "  Making 
the  Most  of  the  Lesson  Story,"  Miss  Nannie  Lee  Frayser, 
Kentucky. 

Junior.  "  The  Necessity  of  Special  Work,"  Miss  NL  G. 
Kennedy.  Pennsylvania.  "  Round  Table,"  Mrs.  W.  J. 
Semelroth,  Indiana.  A  Round  Table  Conference  was  con- 
ducted by  Miss  Minnie  Kennedy,  Alabama.     "  Making 


632  The  Conferences 

the  Grade  Work  Attractive,"  Miss  Florence  H.  Darnell, 
Pennsylvania.  Miss  Darnell  also  conducted  a  black- 
board class  exercise  each  morning.  "  Temperance  Teach- 
ing Exemplified,"  Mrs.  Zillah  Foster  Stevens,  Missouri. 
"  Instruction  in  Map  Making,"  Dr.  Richard  M.  Hodge, 
New  "^"ork.  "  A  Sunday-School  Session  for  the  Juniors," 
with  Mrs.  Jean  E.  Hobart,  Minnesota,  Superintendent; 
Mrs.  H.  M.  Glossbrenner,  Assistant  Superintendent;  Miss 
C.  E.  Blake,  Rhode  Island,  Secretary;  and  Miss  Annie 
Jack,  pianist. 

Conference  on  Adult  Classes 

Conducted  by  McKENZIE   CLELAND 

Wh.vt  effect  has  a  successful 
adult  class  upon  the  membership 
and  attendance  of  the  school? 

Mr.  Pierson  H.  Bristow,  of  Wash- 
ington, D.  C. :  Sixteen  years  ago 
there  was  one  adult  class  in  Calvary 
Sunday-school.  To-day  there  are 
thirty-eight,  with  an  enrollment 
averaging  from  ten  to  three  hundred 
in  each  class,  a  separate  adult  de- 
M.  Cleland  partment,       with       an       enrollment 

of  almost  one  thousand.  Sixteen 
years  ago  we  had  two  departments  in  the  school ;  to-day 
we  have  six  departments.  Sixteen  years  ago  there 
were  between  seven  and  eight  hundred  enrolled  in  the 
school ;  to-day,  twenty-two  hundred.  Sixteen  years 
ago  we  met  in  the  church  vestry;  to-day  we  meet  in  a 
Sunday-school  house  built  for  the  purpose.  An  in- 
creased interest  in  the  winning  of  souls  is  another  effect. 
2.  What  is  the  best  kind  of  teacher  for  a  men's  class? 
Mr.  Watts,  of  North  Carolina  :  This  question  can 
be  answered  by  simply  asking  yourselves  what  sort  of  a 
man  is  at  the  head  of  a  successfiil  Bible  class  in  your 
Sunday-school.     That   man   has   five    qualifications   for 


Conference  o)i  Adult  Classes  633 

his  work.  First,  he  is  consciotisly  a  Christian  and  conse- 
crated. He  is  a  Bible  student,  who  believes  in  the 
Bible  an^i  is  willing  to  dig  deep  for  the  truths  which  are 
in  it.  He  is  a  genial  man,  who  can  grasp  a  young  man's 
hand,  and  back  of  it  will  be  felt  his  verj^  heart's  throb. 
He  is  a  sympathetic  man,  who  knows  and  understands 
young  men,  their  temptations,  their  doubts  and  diffi- 
culties and  how  to  meet  them.  And  then  he  is  an  en- 
thusiast on  winning  men.  He  believes  in  it  with  all 
his  heart  and  works  at  it  as  the  most  important  business 
in  the  world  for  him. 

3.  Should  the  adult  class  use  the  International  lessons? 

Mr.  Rosenkranz,  of  Illinois:  One  danger  that  con- 
fronts men's  cla.sses  to-day  is  abandoning  the  Interna- 
tional lessons.  Use  the  International  lessons,  first,  last, 
all  the  time. 

4.  Can  athletics  be  used  to  advantage  in  young  men's 
classes? 

C.  G.  Kindred,  of  Chicago:  In  Chicago  we  found  we 
could  not  get  at  the  young  men  during  working  hours. 
They  were  bvis\'  in  the  store,  got  home  late  at  night  and 
left  early  in  the  morning,  but  on  Saturday  afternoons 
there  was  a  great  crowd  of  3^oung  men  gathered  in  the 
parks.  So  we  began  to  get  into  athletics  to  touch  the 
lives  of  these  young  men.  And  we  found  that  to  uni- 
form a  couple  of  classes  and  put  them  on  the  diamond, 
with  no  swearing  or  smoking  or  loud,  boisterous  talk 
would  interest  nearly  all  the  people  in  the  ])ark.  The 
largest  crowds  in  Washington  Park  now  on  Saturday 
afternoon  are  around  the  baseball  boys  of  our  Sunday- 
school  classes.  We  have  injected  into  the  dangerotis 
idle  period  the  baseball  athletics  and  other  things  that 
appeal  to  our  young  men. 

When  the  church  puts  up  the  banner  (jf  the  cross 
and  appeals  to  the  soldierly  qualities  of  young  men, 
they  will  come  into  the  kingdom  of  God.  That  is  what 
we  are  trying  to  do  in  our  athletics,  and  we  are 
succeeding. 


634  The  Conferences 

We  have  no  Sunday  playing  and  disbar  the  Sunday 
players.  As  a  consequence,  the  non-professional 
players  in  Chicago  are  gradually  coming  over  on  our 
side. 

5.  How  can  a  young  men's  class  help  the  pastor? 

A.  Dransfield,  of  Rochester,  N.  Y. :  One  class  over 
thirty  years  old,  with  over  one  hundred  members  and  over 
one  hundred  average^  attendance,  has  built  the  portion  of 
the  church  in  which  it  meets ;  it  keeps  record  of  the  attend- 
ance of  its  members  at  the  morning  and  evening  church 
services,  and  at  the  Wednesday  evening  meeting,  and 
has  been  a  great  help  in  the  prayer  meetings  of  the 
church.  This  class  is  also  giving  annually  Si 00  to  S200 
for  the  support  of  the  school  proper. 

6.  Is  the  button  or  badge  of  any  material  help  in 
building  up  adult  classes? 

C.  E.  Hauck,  of  Chicago:  It  certainly  is  a  great  help. 
When  those  who  wear  it  meet  each  other  on  the  street, 
they  begin  to  talk  with  each  other  about  the  classes,  and 
receive  from  each  other  many  things  that  help.  This 
button  was  devised  by  Mr.  H.  L.  Hall,  who  thought  it 
would  be  a  good  thing  in  taking  men  to  a  convention  to 
put  on  them  some  badge.  It  is  about  one  and  a  half 
years  old,  and  we  have  sold  twenty-two  thousand  of 
them  in  ten  different  states.  They  are  sold  for  one 
cent  apiece,   and  they  indicate   an}'  class  organization. 

7.  Does  the  adult  Bible  class  department  arouse  any 
especial  interest  or  enthusiasm  among  classes  where  it 
has  been  tried  ? 

Mrs.  Flora  V.  Stebbins,  of  Massachusetts:  I  think 
I  can  best  answer  this  question  by  giving  an  experience. 
When  I  went  West  the  first  thing  that  I  saw  happened 
to  be  one  of  those  little  buttons.  The  next  day  I 
went  into  a  store  and  the  clerk  said :  ' '  Who  are  you 
and  what  class  do  you  belong  to  and  what  are  you 
doing  here?  "  I  went  out  of  that  store  and  got  lost 
and  didn't  know  how  to  get  back  to  headquarters.  I 
met  a  policeman.      I  have  an  awe  of  policemen,  but  this 


Conference  on  Adult  Classes       .  635 

man  had  on  a  button.  I  said  to  him:  "  Can  yoti  tell  me 
where  I  am  at?  "  and  he  said  he  could,  and  he  just  put 
me  right.  I  got  lost  in  a  hotel,  and  the  porter  had  on  a 
button.  I  asked  him  the  way,  and  he  said  he  would 
take  me  to  the  ladies'  parlor,  and  he  said:  "  What 
class  do  you  belong  to?  "  On  a  street  car  I  said  to  a 
street  car  conductor,  "  I  am  lost,"  and  he  pointed  to 
my  button  and  said:  "  We  are  on  the  same  road,  and  I 
guess  we  will  fetch  up  all  right."  I  went  back  to  the 
East  determined  that  we  would  know  something-  of 
organized  work.  In  about  a  year  from  now  you  will 
find  those  buttons  as  plenty  in  Massachusetts  and  New 
England  as  out  in  the  center  of  things  around  Chicago. 

W.  N.  Hartshorn:  I  wish  to  bring  greetings  from 
the  Executive  Committee  to  this  conference  on  the 
adult  Bible  class.  An  able  committee,  strong,  loyal 
and  aggressive,  has  been  appointed  by  the  Executive 
Committee  to  assist  in  this  great  movement,  and  we 
only  need  now  your  cooperation  and  the  blessing  of  our 
heavenly  Father. 


Robert  Raikes 
Founder  of  the  Modern  Sunday-school 


636  The  Mexico  National  Convention 

The   Mexico   National   Convention,   1905 

Mrs.  MARY  FOSTER  BRYNER 

The  National  Convention  of  Mexico  at  Guadalajara, 
July  13-16,  began  just  two  weeks  after  the  close  of  the 
International  Convention  at  Toronto.  It  was  a  week's 
trip  from  Illinois  to  Guadalajara,  with  a  stop-over  of 
one  evening  to  meet  with  the  Sunday-school  workers  of 
El  Paso,  Texas,  and  another,  over  Sunday,  with  the 
workers  in  Parral,  Mexico.  During  the  last  two  days 
delegates  from  the  various  cities  continued  to  join  the 
train  on  the  main  line,  until  a  large  company  arrived 
together  at  Guadalajara,  about  noon  of  July  13. 

Guadalajara,  the  "  Pearl  of  the  West,"  is  beauti- 
ful for  situation  and  climate.  It  is  considered  second 
to  none  in  the  republic,  unless,  perhaps,  Mexico  City. 
It  is  the  capital  of  the  state  of  Jalisco  in  western  Mexico, 
located  in  a  fertile  agricultural  country.  Nevertheless, 
it  is  exceedingly  fanatical,  and  the  local  committee 
experienced  great  difficulty  in  securing  a  building  in 
which  to  hold  the  convention.  None  of  the  three 
Protestant  churches  were  large  enough,  and  the  public 
authorities  refused  to  rent  any  one  of  the  public  build- 
ings for  the  purpose. 

However,  a  fine  place  was  providentially  secured. 
Near  the  outskirts  of  the  city  stands  a  fine  building 
erected  a  few  years  ago  as  a  branch  of  the  Battle  Creek 
Sanitorium.  These  Christian  friends  generously  ofifered 
the  use  of  their  patio  if  it  could  be  prepared  to  accom- 
modate the  convention.  The  committee  gladly 
accepted  and  made  ample  provision,  though  at  consid- 
erable expense.  Because  of  the  rainy  season  it  was 
necessary  to  provide  a  canvas  roof  which  cost  $300  (Mex- 
ican);  300  chairs,  at  four  cents  per  day  for  five  days, 
had  to  be  rented  from  an  old  unused  theater  and  else- 
where. It  was  necessary  to  build  a  platform,  etc., 
incurring  a  total  expense  of  over  $600,  which  the  Guad- 
alajara friends  paid,  rejoicing  that  they  were   able  to 


The  Mexico  Witioial  Convention  637 

provide  a  building  for  this  gathering  of  Christian  ])eople  ; 
even  the  Mexican  church  contributed  Si 00.  Delicate 
festoons  of  cedar  were  draped  between  the  white  pillars. 
Palms  and  other  jjlants  were  placed  here  and  there.  A 
large  Mexican  flag  hung  opposite  the  entrance  just  above 
the  platform.  An  organ  and  piano  were  provided,  the 
seats  were  neatly  arranged  in  semicircles.  If  the  room 
had  been  built  on  purj^ose  it  could  not  have  been  more 
attractive  and  convenient  for  the  convention. 

The  building  stood  within  capacious  grounds  and  was 
beyond  the  molestation  from  the  fanatical  element  who 
were  not  idle.  For  days  preceding  the  convention,  arti- 
cles had  appeared  denouncing  the  Protestant  church. 
Circulars  signed  by  a  priest  were  freely  distributed  on 
the  streets,  at  the  stations  and  posted  in  public  j^laces 
with  this  heading,  "  The  Protestant  is  not  the  true 
Church  and  will  destroy  itself." 

As  Guadalajara  is  located  on  one  side  of  the  republic, 
on  a  branch  of  the  Mexican  Central  Railroad,  it  was  not 
expected  that  the  attendance  could  be  as  large  as  at 
Mexico  City,  two  years  ago,  M^here  there  are  several 
large  schools  whose  students  were  enrolled  as  delegates, 
and  where  several  lines  of  railroads  enter  the  city. 
Besides,  there  are  many  things  about  Mexico  City  to 
attract  the  larger  crowd.  Nevertheless,  at  Guadalajara 
there  were  about  four  hundred  who  regularly  attended 
the  sessions  and  at  least  three  hundred  were  present  in 
the  evening.  Perfect  harmony  and  a  continued  interest 
])re  vailed. 

Twenty-one  of  the  twenty-seven  states  were  repre- 
sented by  delegates.  The  sacrifices  made  by  delegates 
that  they  might  attend  this  convention  are  worthy  of 
mention.  One  delegate  came  from  Los  Angeles,  Cal., 
a  distance  of  about  thirty-five  hundred  miles  each  way, 
to  represent  the  Mexican  church  there.  Nineteen  dele- 
gates were  present  from  the  state  of  Chihuahua,  one 
thousand  miles  away.  Among  those  was  a  middle-aged 
Mexican  couple  who  had  never  before  left  their  native 


638  The  Mexico  Xatioiial  Convention 

city  of  Parral.  When  asked  about  it  they  replied, 
"  Nunca,  nunca, — ^  Never,  never."  One  may  imagine 
the  surprises  of  the  journey  and  the  convention  to  such 
as  these. 

There  were  delegates  from  Monterey  and  Saltillo 
in  the  northeast,  from  Tampico  on  the  eastern  coast, 
and  several  from  Merida,  Yucatan,  who  were  obliged 
to  travel  several  days  by  land  and  water.  It  was  re- 
marked that  the  joume}-  from  Merida  was  more  difficult 
and  inconvenient  than  from  New  York.  Delegates  were 
present  from  Guanajuato  and  vicinity,  so  recentlv  visited 
by  the  great  flood,  which  killed  hundreds  and  destro^'ed 
millions  of  property.  They  reported  with  thanksgiving 
that  just  before  the  great  wave  of  water  reached  the 
church,  hospital  and  school  and  the  home  of  the  mission- 
aries, it  leaped  over  an  embankment  and  left  their 
property  entirely  uninjtired,  though  it  stood  on  lower 
land  than  much  that  was  destroyed. 

Two  brethren  from  Sinaloa  on  the  west  coast,  bevond 
the  mountains,  traveled  twelve  days  on  horseback  before 
they  reached  the  railroad,  part  of  the  time  with  a  private 
guide  and  part  of  the  wa}^  with  the  pack  train  which 
brings  the  ore  to  the  nearest  railroad.  It  was  still  neces- 
sary to  travel  two  days  and  nights  to  reach  Guadalajara. 
They  did  not  expect  to  reach  home  again  till  two  weeks 
after  the  convention.  Some  delegates  live  where  there 
is  only  one  small  church  and  they  have  never  seen  any 
other  believers  than  those  in  their  own  congregation. 
Can  we  imagine  the  inspiration  it  brings  to  them  to 
meet  with  several  believers  from  all  parts  of  the  country? 
It  was  interesting  that,  of  the  five  delegates  from  Mexico 
who  were  among  the  Jerusalem  Pilgrims  to  the  World's 
Convention,  all  were  present  at  Guadalajara  excei:>t  the 
physician,  who  has  been  studying  in  Paris  ever  since. 

As  no  entertainment  is  provided  it  was  necessary 
for  the  delegates  to  secure  an  abiding  place  during  the 
six  da3's.  Some  secured  accommodation  in  the  sana- 
torium building  where  the  parlors  and  offices  were  also 


The   yicxico  Xaiioiial  Convetitioii  639 

available  for  committee  meetings.  Others  were  scattered 
throughout  the  city.  The  city  must  have  known  that 
something  was  going  on  for  each  delegate  wore  a  con- 
vention button,  larger  than  a  dollar,  in  Mexican  colors, 
green,  white  and  red,  on  which  was  printed: 

"  National  Convention  of  Sunday-schools  and  Young 
People's  Societies,  fruadalajara,  1905.  —  Mexico  for 
Christ." 

Neat  programs  of  the  thirteen  regular  sessions  and 
conferences  were  also  printed  in  the  Mexican  colors. 
Additional  programs  were  prepared  for  special  after- 
noon sessions  and  conferences.  Neat  little  hymn  books 
in  Spanish  were  also  printed  in  three  sections, — songs 
for  the  congregation,  songs  for  the  mixed  chorus  of 
young  people  from  the  various  schools  and  songs  for 
the  male  chorus  of  the  young  men  students.  The  music 
had  been  carefully  prepared  and  was  well  rendered. 
Mexican  people  love  to  sing,  and  dviring  all  religious 
gatherings  many  are  attracted  about  the  door  or  inside 
the  vestibule  by  the  music. 

A  special  feature  was  the  six  o'clock  prayer  meeting 
each  of  the  five  mornings  during  the  convention.  These 
were  held  in  one  of  the  churches  more  than  a  mile  from 
the  sanatorium  and  were  attended  by  from  two  to  three 
hundred  people  each  day.  Under  the  leadership  of 
Pastor  Morales,  "  the  Moody  of  Mexico,"  they  were 
spiritual  and  uplifting.  Cards  for  decision  and  deeper 
consecration  were  signed  b\'  many  and  there  were  a 
number  of  conversions.  The  influence  of  these  meet- 
ings was  evident  throughout  the  convention. 

Several  years  ago  the  various  Christian  denomina- 
tions in  Mexico  formed  a  National  Confederation  under 
whose  auspices  have  been  held  eight  national  conven- 
tions, which  consider  especially  the  work  of  the  Sunday- 
schools  and  "\'oung  People's  Societies.  Special  days  are 
devoted  to  each  line  of  work  and  various  conferences  are 
arranged  for  editors  of  religious  i5ai~)ers,  medical  mis- 
sionaries, the  pastors,  etc. 


640  The  Mexico  Xatioial  Convention 

The  addresses  for  this  convention  had  been  carefully 
prepared.  One  evening  was  devoted  to  three  addresses 
upon  the  Bible,  which  for  so  many  years  had  been  a 
closed  book  in  Mexico.  The  Sunday-scho(jl  is  one  of 
the  strongest  influences  for  encouraging  Bible  study. 
I  was  privileged  to  present  the  greetings  from  the 
Eleventh  International  Convention  at  Toronto  and  also 
the  official  document  pledging  one  thousand  dollars, 
gold,  per  year,  for  three  years  to  the  friends  in  Mexico, 
from  friends  in  the  United  States.  This  sum  is  to  be 
used  to  pay  the  salary  and  expenses  of  a  field  secretary. 

Both  to  surprise  and  to  please  the  Mexicans  a  friend 
translated  the  document  into  vSpanish.  As  a  first  public 
effort  in  that  language,  I  read  the  document  to  the  full 
convention.  The  announcement  of  the  gift  was  received 
with  enthusiastic  applause.  An  appropriate  resolution 
was  passed  accepting  the  gift  and  instructing  the  sec- 
retary to  acknowledge  it  by  an  appreciative  letter. 
No  time  was  lost  in  fulfilling  the  conditions  suggested 
regarding  the  use  of  the  gift.  A  representative  com- 
mittee of  nine  men  was  appointed  who  held  five  meet- 
ings before  the  close  of  the  Convention:  Chairman,  Dr. 
J.  W.  Butler,  Mexico  City;  Secretary  and  Treasurer, 
Rev.  C.  Scott  Williams,  San  Luis  Potosi;  Rev.  A.  C. 
Wright,  Guadalajara;  Rev.  J.  G.  Chastain,  Guadalajara; 
Rev.  Neill  E.  Pressly,  Tampico;  Rev.  J.  M.  Brown, 
Mexico  City;  Rev.  Vicente  G.  Santin,  Mexico  City;  Rev. 
Enrique  Westrup,  Monterey;  Rev.  Eucario  M.  Sein, 
Matehuala. 

Several  leaflets  on  Sunday-school  work  recently  pre- 
pared and  printed  in  Spanish  were  distributed  at  the 
afternoon  session,  also  copies  of  the  Sunday  School 
Times  and  maiscellaneous  literatiire  kindly  sent  by  pub- 
lishers in  the  United  States  for  those  who  could  read 
English.     The   delegates  were  eager  for  these  helps. 

Part  of  the  Sunday  afternoon  was  devoted  to  a 
children's  meeting  and  part  to  a  meeting  of  Christian 
experience    and    testimony.     Many    of    these    Mexican 


'flic   Mcxiio  Xcitioiial  C'oiivciition  641 

workers  have  endured  tribulation,  persecution  and 
ostracism  for  the  cause  of  Christ.  Some  of  these  ex- 
periences were  very  touching,  yet  they  seemed  to  count 
it  all  joy  in  his  service.  The  Sunday  evening  session 
closed  with  a  consecration  service  which  was  very  im- 
pressive. One  by  one,  as  groups  of  workers  stood, 
prayers  were  offered  for  Christian  Endeavorers,  Epworth 
Leagues,  Sunday-school  teachers  and  parents  and, 
finally,  all  ministers  were  called  to  the  platform.  More 
than  forty  ^lexican  pastors  and  American  missionaries 
of  various  denominations  knelt  together,  covering  the 
entire  jjlatform,  while  a  special  prayer  was  offered  for 
them.  Although  the  official  program  closed  Sunday 
evening,  extra  sessions  were  planned  for  Monday.  They 
didn't  want  to  stop.  Two  years  had  passed  since  the 
previous  convention  in  Mexico  City,  but  it  seemed  to 
be  the  unanimous  desire  to  hold  the  convention  annually, 
so  Puebla  was  selected  as  the  place  of  meeting  for  1906. 


ADULT    BIBLE    CLASS    MOVEMENT* 

W.    C.   PEARCE 

Like  all  truly  great  movements,  it  did  not  spring  up 
in  a  single  day,  but  has  been  the  growth  of  many  years. 
No  one  man  or  company  of  men  can  claim  the  credit 
for  it.  It  is  bom  of  God  and  has  been  prospered  by 
him.  Its  purpose  is  to  reach  men  and  women,  lead 
them  to  accept  Christ,  teach  them  God's  Word  and 
enlist  them  in  his  service. 

It  would  be  impossible  to  give  the  date  when  the 
first  adult  class  was  organized.  According  to  various 
plans  and  in  various  places,  such  classes  have  been  or- 
ganized for  man}"  years.  The  last  few  years  have  been 
marked  by  special  activity  in  this  work.  Many  classes 
have  grown  to  large  proportions.  Several  plans  have 
been  devised  that  have  attracted  widespread  attention. 
Among  these  may  be  mentioned  the  Baraca,  Philathea, 
Brotherhood  of  Andrew  and  Philip,  the  Yokefellows 
and  perhaps  others.  These  individual  classes  and 
special  movements,  working  along  the  line  of  their  own 
plans,  demonstrated  the  value  of  adult  Bible  class  work 
and  created  the  need  for  united  action.  Two  states 
led  the  way,  New  York  and  Illinois. 

In  Illinois,  the  work  was  begun  by  the  leaders  of  a 
few  men's  classes  in  Chicago.  At  first  they  thought  of 
organizing  a  Men's  Bible  Class  Union,  but  after  many 
conferences  and  much  consultation,  it  was  determined 
to  make  the  movement  a  department  of  the  Cook 
Coxmty  Sunday-school  Association,  and  to  include 
women's  classes  and  mixed  classes  as  well  as  men's 
classes.  At  the  Annual  County  Convention  in  1903, 
these  plans  were  consummated  by  the  election  of  an 
advilt  Bible  class  superintendent  and  the  appointment 
of  a  special  committee  to  work  with  him.     Literature 

*This  article  was  received  too  late  for  proper  classification  In  Part  IV,  Division  II. 
—  Ed. 

642 


Adult  Bible  Class  Movement  643 

explaining  the  plans  for  organizing  classes  was  prepared 
and  circulated.  The  work  was  presented  from  the 
various  convention  platforms.  Conferences  were  held 
and  schools  were  visited.  These  efforts  met  with  hearty 
response  and  brought  quick  results.  At  the  last  County 
Convention,  Chicago  alone  reported  931  classes,  with 
a  membership  of  18,700.  These  consist  of  317  men's 
classes,  with  a  membership  of  6,884,  288  women's  classes 
with  a  membership  of  5,591,  and  326  mixed  classes 
with  a  membership  of  6,205. 

In  May,  1903,  fift}'  representatives  of  adult  classes 
went  from  Chicago  to  the  Illinois  convention,  with  the 
purpose  to  present  this  work  to  the  entire  state,  and 
secure  the  organization  of  a  department  for  the  state 
association.  The  subsequent  efforts  of  the  state  com- 
mittee to  introduce  this  work  met  with  a  glad  welcome 
that  evidenced  an  existing  need  and  a  consequent  desire 
for  help. 

An  emblem  was  later  prepared  which  could  be  worn 
bv  members  of  any  class.  This  emblem  consists  of  a 
red  button  for  men,  with  a  round  white  center,  and  a 
red  pin  for  women  with  a  diamond  white  center.  It 
signifies  there  is  no  purity  of  life  without  sacrifice 
and  no  cleansing  from  sin  without  the  shedding  of 
blood. 

In  New  York  in  the  spring  of  1903,  the  State  Sunday- 
School  Association  recognized  the  importance  of  this 
work  by  arranging  for  a  conference  of  Adult  Bible  Class 
workers  in  connection  with  their  annual  Sunday-school 
Convention.  At  this  time  the  interest  shown  was  so 
great  and  a  desire  for  organization  so  manifest,  that  a 
committee  of  five  was  appointed  to  consider  and  recom- 
mend plans  for  an  Adult  Bible  Class  Federation.  The 
first  work  of  this  committee  was  to  ascertain  the  opinions 
of  the  Sunday-school  workers  throughout  the  state,  in 
regard  to  the  following  plans: 

(a)  Whether  such  a  federation  would  meet  with  the 
approval  and  cooperation  of  the  organized  classes. 


644  Adult  Bible  Class  Movement 

(b)  Whether  the  Bible  schools  of  the  state,  not  then 
having  such  organized  classes  for  their  young  people, 
were  ready  to  establish  such  classes. 

(c)  What  form  of  organization  would  be  most  simple 
and  yet  most  effective. 

The  replies  received  were  so  encouraging  that  in  the 
annual  convention  of  the  New  York  Sunday-School 
Association  for  1904,  the  committee  rendered  the  follow- 
ing report,  which  was  enthusiastically  adopted: 

T.  That  a  federation  or  an  affiliation  should  be  effected 
of  such  organized  Bible  classes  of  the  state  as  are  com- 
posed of  members  seventeen  years  of  age  or  over,  both 
male  and  female. 

2.  That  the  federation  should  belong  to  the  Xew  York 
State  Sunday-School  Association  and  be  a  part  of  it ; 
thus  securing  at  once  representation  in  every  part  of  the 
state. 

3.  That  it  should  have  an  elective  officer  in  every 
judicial  district  of  the  state. 

4.  That  it  should  have  an  appropriate  name  of  a 
single  word,  if  possible. 

Literature  has  been  prepared  and  distributed  through- 
out the  state,  defining  the  purpose  and  describing  the 
plans  for  an  organized  Adult  Bible  Class.  As  a  result, 
a  large  number  of  new  classes  have  been  organized 
throughout  the  entire  state,  and  the  association  is 
encouraged  to  believe  that  soon  every  Sunday-school  in 
the  state  m.ay  have  organized  classes  for  their  men  and 
women. 

Previous  to  the  Toronto  Convention,  Mr.  W.  N.  Hart- 
shorn, chairman  of  the  International  Executive  Com- 
mittee, visited  Illinois  and  New  York  to  study  the  work 
and  consider  the  advisability  of  making  this  movement 
a  feature  of  the  international  work.  On  Sunday  morn- 
ing, June  25,  in  Trinity  Church,  Toronto,  a  conference 
of  the  leaders  of  this  work  was  held.  Mr.  W.  C.  Pearce, 
the  representative  of  the  International  Executive  Com- 
mittee, presided,  and  George  F.  Zaneis,  of  Chicago,  was 


Adult  Bible  Class  Movcnioit  645 

appointed  secretary.  After  prayerftil  consultation,  the 
following  resolution  was  unaniniously  adopted: 

"  We  recommend  that  the  International  Executive 
Committee  appoint  a  special  committee  of  five  or  seven 
to  be  known  as  the  Adult  Department  Committee. 
That  at  least  the  chairman  of  this  committee  shall  be 
a  member  of  the  International  Executive  Committee. 
That  the  work  of  said  committee  shall  be  to  devise  plans 
for  the  improvement  and  extension  of  adult  Bible  class 
work  in  connection  with  the  Sunday-schools  of  North 
America,  and  that  they  have  power  to  act  only  in  so  far 
as  they  have  received  instructions  from  the  Interna- 
tional Executive  Committee." 

The  International  Executive  Committee  took  the 
matter  under  consideration  at  their  regular  meeting, 
8  P.M.,  June  26,  and  inaugurated  the  work  by  the 
appointment  of  an  Adult  Bible  Class  Committee. 


BOOKS    YOU    SHOULD    KNOW 


By  much  care  and  thought  we  have  grouped  in  the  following  pages  the 
names,  authors,  prices  and  publishers  of  books  that  will  be  of  service  to  you. 
If  you  order  by  mail,  you  can  send  money  safely  by  postal  or  express  money 
order. 

THE  PRESBYTERIAN  BOARD  OF  PUBLICATION,  AND  SABBATH 
SCHOOL  WORK,  i  jiy  Walnut  Street,  Philadelphia,  Pa.,  will  send  the  fol- 
lowing books,  postage  paid,  to  any  address  in  any  city  or  town,  in  any  state, 
province  or  territory,  on  receipt  of  thfe  price  named. 

Davis's  Bible  Dictionary.     Prof.   John   D.    Davis,   Ph.D.     Net,   S2.00;    in- 
dexed, 25  cts.  extra. 
A  Historical  Geography  of  Bible  Lands.     With  fourteen  colored  maps.     By 

John  B.  Calkin.      Xct,  Si. 00. 
How  to  Teach  the  Little  Folks.      20  cts. 
Preparing  to  Teach.     A  Xomial  Class  Book.     88  cts. 

Bible  Teachers'  Guide.     By  James  A.  Worden,  D.D.      2  vols.      25  cts.  each. 

Westminster  Teacher-Training  Course.     Two  parts.     Each,  25  cts.     Lessons 

by  Prof.   Amos  R.   Wells,  Pres.   George   B.   Stewart,   Rev.  C.  A.  Oliver, 

Robert  E.  Speer,  Dr.  R.  J.  Miller,  Rev.  R.  W.  Miller,  and  others. 

Intermediate  Grade  Lessons.     (Just  published.)     Rev.  E.  Morris  Fergusson. 

25  cts. 
Supplemental  Lessons  for  Beginners.     Miss   Marion  Thomas.      25   cts. 
First  Year  Supplemental  Lessons  for  Juniors.     Miss  Josephine  L.  Baldwin. 
25  cts.  ^ 

CHARLES  SCRIBNER'S  SONS,  153  Fifth  Avenue,  New  York,  will  send 
the  following  books,  postage  paid,  to  any  address  in  any  city  or  town,  in  any 
state,  province  or  territory,  on  receipt  of  the  price  named. 
Yale  Lectures  on  the  Sunday-SchooL     By  Rev.  H.  Clay  Trumbull,   D.D. 

$2. 00. 

Teaching  and  Teachers.     By  Rev.  H.  Clay  Trumbull,  D.D.     $1.25. 
Telling  Bible  Stories.     By  Louise  Seymour  Houghton.     Si. 25,  net. 


THE  BAPTIST  SUNDAY  SCHOOL  BOARD,  Nashville,  Tenn.,  will  send 
the  following  books,  postage  paid,  to  any  address  in  any  city  or  town,  in  any 
state,  province  or  territory,  on  receipt  of  the  price  named. 
The  Pastor  and  the  Sunday  SchooL     By  W.  E.  Hatcher,  D.D.     50  cts. 
Pastoral  Leadership  of  Sunday  School  Forces.     By  Rev.  A.  F.  Schauffler, 

D.D.     50  cts. 
The   Twentieth   Century  Sunday  School.     By   S.   H.   Greene,   D.D  ,    LL.D. 

50  cts. 
The  Pastor  and  Teacher  Training.     Rev.  A.  H.  McKinney.     50  cts. 
Doctrines  of  our  Faith.     E.  C.   Dargan.  D.D.     50  cts. 
Normal    Studies,    Sunday-School   Workers.      Vol.  I.   The   Sunday   School. 

B>    Rev.   B.  W    Spilman.      25  cts. 
Normal   Studies.     'S'ol.   II.    An  Elementary  Study  of  the  Bible  by  Books. 

By  Rev.  Hight  C.  Moore.      30  cts. 

646 


Books  Yon  Should  Know  647 

FLEMING  H.  REVELL  COMPANY,  158  Fifth  Ave.,  New  York  City,  N.Y  , 
So  Wabash  Avenue,  Chicago.  111.,  27  Richmond  Street,  W.,  Toronto,  Canada, 
will  send  the   followinR  books,  postage  paid,  to  any  address  in  any  city  or 
town,  in  any  state,  province  or  territory,  on  receipt  of  the  price  named. 
Sunday-School  Movements  in  America.     By  Brown.     $1.25. 
How  to  Conduct  a  Sunday-School.     By  Marion  Lawrance.     $1.25,  net. 
Sunday-School  Success.     B\-  Wells.     Si. 25. 
The  Pedagogical  Bible  School.     By  Haslett.     Sr.as,  net. 
Practical  Primary  Plans.     By  Black.     Si. 00,  net. 
Bible  Lessons  for  Little  Beginners.     By  Haven.     75  cts.,  net. 
Two  Years  Course.     In  two  volumes.     Each,  75  cts.,  net. 
After  the  Primary,  What?     By  McKinney.      75  cts.,  net. 
Pictured   Truth.      Pierce.      Si. 25. 
The  Child  for  Christ.      McKinne\-.      50  cts.,  net. 
The  Natural  Way  in  Moral  Training.     By  DuBois.     81.25,  net. 
The  Teacher  and  the  Child.     By  Mark.      75  cts.,  net. 


THE  SUNDAY  SCHOOL  TIMES,   10.? i  Walnut  Street,  Philadelphia,  Pa., 

will  send  the  following  books,  postage  paid,  to  any  address  in  any  city  or 

town,  in  any  state,  province  or  territory,  on  receipt  of  the  price  named. 

A  Pilgrimage  to  Jerusalem.  By  Charles  Gallaudet  Trumbull.  $2.50.  A 
liniileJ  edition,  bound  in  half  leather,  with  the  author's  signature  and 
with  a  separate  photograph  of  the  Central  Committee.     $3.00  per  volume. 

The  Making  of  a  Teacher.  By  Prof.  Martin  G.  Brumbaugh,  Ph.D.,  LL.D. 
St. 00. 

Teacher  Training  with  the  Master  Teacher.  By  Prof.  C.  S.  Beardslee,  D.D. 
50  cts. 

Sunday  School  Teacher  Training.     By  Prof.  H.  M.  Hamill.  D.D.      50  cts. 

The  Beginners  Course  in  Bible  Study.      50  cts. 

Timothy  Stand-by,  the  Sunday-School  Man.  By  Joseph  Clark,  D.D.  Cloth 
bound,  50  cts;    paper,   25  cts. 

Supplemental  Bible  Question  Course.      By  John   B.   Smith.      50  cts. 

Supplemental  Bible  Exercises  for  the  Sunday-School.  By  W.  T.  Bawden. 
Paper  e<ivers.   15  cts. 

A  Chart  of  Christ's  Journeyings.     By  C.  E.  Arnold.      20  cts. 

Guide  Board  for  Teachers.     By  W.  H.  Hall.     50  cts. 

The  Sunday  School  Times  Lesson  Pictures.     40  cts.  per  year,  including  maps. 

Lesson  Pictures  on  Souvenir  Post  Cards.      20  cts.  for  the  quarter. 

The  Life  Story  of  Henry  Clay  TrumbulL      By  Philip  E.  Howard.     Si.75- 

A  Wisdom  Calendar  for  1006.      to  cts. 

The  Works  of  Henry  Clay  Trumbull: 

A  Lie  Never  Justifiable.     Si. 00. 

In  Tribulation:    or.  The  Blessing  of  Trials.     75  cts. 

The  "  Principle  and  Practice  "  Series.  Each,  50  cts.;  the  set,  six  volumes 
in  a  bo.x,  S2.50.  Ourselves  and  Others;  Aspirations  and  Influences;  See- 
ing and  Being;  Practical  Paradoxes;  Character-Shaping  and  Character- 
Showing;    Dvity-Knowing  and  Duty-Doing. 

Two  Northfield  Sermons.      Paper,  ,?o  cts. 

Light  on  the  Stcry  of  Jonah.     Paper,  20  cts. 

The  Ten  Commandments  as  a  Covenant  of  Love.     Paper,  25  cts. 

My  Four  Religious  Teachers.     7.?  cts. 


648  Books  You  Sliould  Know 

THE  METHODIST  BOOK  CONCERN,  Eaton  &  Main,  Publishing  Agents, 
150  5th  Avenue.  New  York,  will  send  the  following  books,  postage  paid,  to 
any  address  in  any  city  or  town,  in  any  state,  province  or  territory,  on 
receipt  of  the  price  named. 

The  Modern  Sunday  School.     By  Bishop  J.  H.  Vincent.     90  cts. 
How  to  Make  a  Sunday  School  Go.     By  A.  T.  Brewer.      60  cts. 
Sunday  School  Organization  and  Methods.     By  Charles  Roads.     40  cts. 
Teacher  Training  for  the  Sunday  School.     By  Charles  Roads.      29  cts. 
Bible  School  Pedagogy.      By  A    H.  McKinney,  Ph.D.      29  cts. 
Primary  Teaching.      By   Martha   van   Marter.      70  cts. 

The  Librarian  of  the  Sunday  School.      By  Elizabeth  Louisa  Foote.     35  cts. 
Books  of  the  Bible  and  New  Testament  History.     By  G.  W.  Pease.     1 1  cts. 
Illustrated  Lesson  Notes.     By  Rev.  J.  T.  McFarland,  D.D.     List  price.  Si. 25  ; 

special  price  to  teachers,  net,  postage  paid.  Si. 00. 

Also  the  following  books  by  Rev.  Jesse  L.  Hurlbut,  D.D.: 
Revised  Normal  Lessons.     29  cts. 
Graded  Sunday  Schools.     50  cts. 
Studies  in  Old  Testament  History.     29  cts. 
Studies  in  the  Four  Gospels.      29  cts. 
From  Saul  to  Solomon.      25  cts. 
The  Superintendent's  Helper.      25  cts. 


THE    PRESBYTERIAN    COMMITTEE    OF    PUBLICATION,    212    North 
Sixth  Street,  Richmond,  Va.,  will  send  the  following  books,  postage  paid, 
to  any  address  in  any  city  or  town,  in  any  state,  province  or  territory  on 
receipt  of  the  price  named. 
The  Teacher-Training  Text  Book.     Edited  by  Rev.  J.  R.  Miller,  D.D.     2  vols. 

Paper,  25  cts.  each. 
The  Pastor's  Bible.     By  Rev.  E.  C.  Murray.     Net,   25  cts. 
Land  of  Holy  Light.     By  Rev.  R.  P.  Kerr,  D.D.     Net,  50  cts. 
Prayers  for  the  Use  of  Families.     By  Rev.  J.  B.  Stratton.     Net,  40  cts. 


THE   AMERICAN   BAPTIST   PUBLICATION   SOCIETY,    1420   Chestnut 
Street,  Philadelphia,  Pa.,  will  send  the  following  books,  postage  paid,  to 
any  address  in  any  city  or  town,  in  any  state,  province  or   territory,  on 
receipt  of  the  price  named. 
Our  Sunday  School  Work  and  How  to  Do  It.     By  C.  R.   Blackall,   D.D. 

Paper  bound,   10  cts.:    cloth,   15  cts. 
The  Ministry  of  the  Sunday  School.     By  T.  Harwood  Pattison.     Si.  10. 
Lessons  from  the  Desk.      By  Rev.  Harold  Kennedy.     60  cts. 
Practical  Handbook  on  Sunday-School  Work.     By  L.  E.  Peters.      60  cts. 


THE  CUMBERLAND  PRESBYTERIAN  PUBLISHING  HOUSE,  150  Fourth 
Ave.,  North  Nash ville,Tenn., will  send, postage  paid,  to  any  address  in  any  city 
or  town,  in  any  state,  province  or  territory,  on  receipt  of  the  price  named,  the 
following  books  by  J.  W.  Axtell,  covering  all  phases  of  Sunday-school  work. 
The  Organized  Sunday  SchooL     A  Working  Manual  for  Officers.     50  cts. 
The  Teaching  Problem.     A  Message  to  Sunday-school  Workers.     50  cts. 
Grading  the  Sunday  SchooL     The  Outcome  of  Organization.      50  cts. 
The  Superintendent's  Handbook  for  1Q06.     50  cts. 
The  Teacher's  Handbook.      35   cts. 


Books   \'oit  ShoitlJ  Know  649 

W.  A.  WILDE  COMPANY.  120  Boylston  Street,  Boston.  Mass.,  and  192 
Michigan  Avenue.  Chicago,  111.,  will  send  the  following  books,  postage  paid, 
to  any  address  in  any  city  or  town,  in  any  state,  province  or  territory,  on 
receipt  of  the  price  named. 
Peloubet's   Select   Notes.     A   Commentary   on   the   International   Sunday- 

Schc„,l   Lessons.     By  Rev.   F.   N.   Peloubet.   D.D.,  and  Amos  R.  Wells, 

MA.     St. 25. 
Ways  of  Working :  or,  Helpful  Hints  for  Sunday-School  Officers  and  Teachers. 

By  Rev.  A.  F.  Schauffler,  D.D.     Si.oo. 
The  Teacher,  The  Child  and  the  Book :  or.  Practical  Suggestions  and  Methods 

for  Sunday-School  Workers.     By  Rev.  A.  F.  Schautfler,  D.D.     .?i.oo. 
The  Front  Line  of  the  Sunday-School  Movement.     By  Rev.  F.  \.  Peloubet, 

D.D.     .?i.oo. 
Sunday-School  Problems:    What  They  Are  and  How  to  Solve  Them.     Bv 

Am  .s  R.  Wells,  M..\.     .?i.oo. 
The  Blackboard  in  the  Sunday-School,      hy  Henry  Turner  Bailey.      75  cts. 
The  Blackboard  Class  for  Primary  Sunday-School  Teachers.     By  Florence  H. 

Darnell.      Paper,  25  ets. 
The  Great  Painters'  Gospel:   or.  The  Life  of  Our  Lord  as  Told  by  the  Master 

Painters  of  the  World.     By  Henry  Turner  Bailey.     S2.00. 
A  Child's  Story  of  the  Life  of  Christ.      By  Helen  Brown  Hoyt.     Si. 25. 
Special  Songs  and  Services,  No.  i  and  No.  2.     For  Primary  and  Intermediate 

Classes.     By  Mrs.  M.  G.  Kennedy.     Each,  45  cts. 
Songs  of  the  Seasons.     For  the  Primary  and  Junior  Grades.     By  Lucy  G. 

Stuck  and  George  Chadwick  Stock.     Paper,  25  cts. 
The  Palm  Branch:    or.  The  Gospel  in  Song.      By  Mrs.  J.  A.  Hodge.      25  cts 


THE  UNIVERSITY  OF  CHICAGO  PRESS,  Chicago,   111.,  and    156  Fifth 

Avenue,   New  York,  will  send  the  following  books,  postage  paid,  to  any 

address  in  any  city  or  town,  in  any  state,  province  or  territory,  on  receipt 

cif  the  price  named. 

Principles  and  Ideals  for  the  Sunday  School.  By  Ernest  DeWitt  Burton 
and  Shailer  Matthews.      St.  10. 

Outline  of  a  Bible  School  Curriculum.     By  George  W.  Pease.     Si. 65. 

The  Life  of  Christ.      By  Ernest  DeWitt  Burton  and  Shailer  Matthews.   Si. 00. 

One  Year  of  Sunday-School  Lessons,  for  the  Kindergarten.  By  Florence  U. 
Palmer.      Si.oo. 

An  Introduction  to  the  Bible  for  Teachers  of  Children.  By  Georgia  L.  Cham- 
berlain. 

Studies  in  the  Gospel  According  to  Mark.     By  Ernest  DeWitt  Burton.    $1.00. 

A  Short  Introduction  to  the  Gospel.      By  Ernest  DeWitt  Burton.     $1.00. 

For  the  Home  Division  and  Bible  Clubs.     Outline  Bible  Study  Courses. 

The  Founding  of  the  Christian  Church.  By  Ernest  DeWitt  Burton.  Paper, 
50  ets. 

The  Social  and  Ethical  Teachings  of  Jesus.  By  Shailer  Matthews.  Paper, 
50  cts. 

The  Life  of  Christ.     By  Ernest  DeWitt  Burton.     Paper,  50  cts. 

The  Foreshadowing  of  the  Christ.     By  William  R.  Harper.     Paper,  50  cts. 

The  Work  of  the  Old  Testament  Prophets,  and  The  Work  of  the  Old  Testa- 
ment Sages,     By  Williani  R.   HarixT.     Paper,  each,  50  cts. 


650  Books    ]'on   Should  Know 

THE  AMERICAN  SUNDAY-SCHOOL  UNION,  ^  22  Chestnut  Street,  Phila- 
delphia, Pa.,  will   send   to  any  address  in  any  city  or  town,  in  any  s'.ate, 
province  or  territory,  the  follovving  books  on  receipt  of  the  price  named. 
Robert  Raikes,  the  Man  and  His  Work.      By  J.  Henry  Harris.      $1.98. 
Story  of  the   Sunday  School.      By  J.   Henry  Harris.      75   cts. 
Sunday-School  Movements  in  America.     By  M.  C.  Brown.     $1.00. 
Prayers  for  Children  and  Sunday  Schools.      10  cts. 

Handy  Helps  for  Busy  Workers.      By  Rev.  Edwin  W.  Rice,  D.D.     45  cts. 
Five-Minute  Talks  to  the  Young.     By  Rev.  Richard  Newton,  D.D.     $1.02. 
Gospel  Story,  a  Life  of  Christ.     38  cts. 

Gateways  to  the  Bible.      By  Saycc,   Blaiklie,  and  others.     45  cts. 
Our  Sixty-six  Sacred  Books.     By  Rev.  Edwin  W.  Rice,  D.D.      5S  cts. 
Divine  Origin  of  the  Holy  Scriptures.     By  S.  Austin  Allibone,  LL.D.     40  cts. 
How  the  Bible  Came  to  Us.      By  Fiank  vS.  Heme.      58  cts. 
Old  Testament  Criticism  in  New  Testament  Light.     By  G.  H.  Rouse,  M.A., 

LL.D.     $1.12. 
Dictionary  of  the  Bible.      By  Rev.  Philip   Schaff,  D.D.     $1.25. 
People's  Dictionary  of  the  Bible.     By  Rev.  Edwin  W.  Rice,   D.D.      33  cts. 
Biblical  Antiquities.      By  Rev.  Edward  Cone  Bissell,  D.D.     $1.35. 
Alphabetical  Index  to  the  New  Testament.      iS  cts. 
Complete  Concordance  to  the  Old  and  New  Testament.    By  Alexander  Cruden. 

s^I.IO. 

How  John  and  I  Brought  Up  the  Child.     By  Elizabeth  Grinnell.      70  cts. 
Is  Christianity  True  ?     By  Eminent  Writers.     45  cts. 
The  New  Citizenship.     By  Samuel  Zane  Batten.     78  cts. 


THE  PILGRIM  PRESS,   14  Beacon  Street,  Boston,   Mass.,    17s   Wabash 
Avenue,  Chicago,  111.,  or  156  Fifth  Avenue,  New  York,  will  send  to  any 
address  in  any  city  or  town,  in  any  state,  province  or  territory,  the  follow- 
ing books  on  receipt  of  the  price  named. 
Outline  Bible  Studies.      25   cts.,  net. 
The   Bible,   the   Sunday-School  Textbook.      By   Alfred    Holborn,    M.A.      75 

cts.,  net. 
Bible  Studies.      By   A.   E.    Dunning,    D.D.     Paper,    25   cts.,   net;    cloth,   40 

cts.,  net. 
The  Books  of  the  Bible,  with  Relation  to  their  Place  in  History.     By  M.  C. 

Hazard,  Ph.D.,  and   Prof.  H.    T.  Fowler.     Board  covers.   50  cts.,  net. 
The  Young  Teacher.      By  William  S.  Groscr.     50  cts.,  net. 
The  Prophets  as  Statesmen  and  Preachers.    By  Prof.  H.  T.  Fowler.   50  cts. 
The  Boy  Problem.     By  William  Byron  Forbush,  Ph.D.      75  cts.,  net. 
The  Home  Department  of  the  Sunday  SchooL     By  M.   C.    Hazard,    Ph.D. 

50   cts.,   net;    paper,    25   cts.,   net. 
The   Kindergarten   Sunday  School.      By   Frederica    Beard.      75    cts.,    net. 
The  Model  Sunday  SchooL     By  George   M.   Boynton,   D.D.      50   cts.,   net; 

paper,  30  cts. 
Being  a  Christian.     By  Rev.  Washington  Gladden,  D.D.     60  cts.;    paper, 

25  cts.,  net. 
Biblical  Atlas  and  Gazetteer.     $1.00,  net. 
The  Gospels  Combined.     By  C.  H.  Pope.      50  cts.,  net. 
Monday  Club  Sermons  on  the  International  Sunday  School  Lessons.     $1.25. 
The  Primer  of  Christian  Evidences.     By  R.  A.  Rcdford,  M,A.     50  cts.,  net. 


Books  Yon  SJioithI  Know  651 

The  Psalms  and  their  Story.     By  W.  E.  Barton,  D.D.     Si. 25.  net. 

Bible  Study  Songs.     By  Bertha  F.  Vella.     Board  covers,  30  cts.,  net;  cloth, 

40  cts. 
Responsive  Worship  for  Bible  Schools.     By  Milton  A.  .Oixon.     Cloth,  $25.00 

per  hundred;    paix-r,   S15.00   per  hundred. 
The  Sunday-School  Primary  Teachers'  Manual.     By  Louise  Ordway  Tead. 

Cliith,   ^s  ets.,  net;    paper,  25  cts.,  net. 
Songs  for  Little  People.     60  cts. 


THE  METHOBIST  BOOK  AND  PUBLISHING  HOUSE,  Toronto,  Ontario. 

will  send  the  following  books,  postage  paid,  to  any  address  in  any  city  or 

town,  in  any  state,  province  or  territory,  on  receipt  of  the  price  named. 

Sunday-School  Outlines.  A  Series  of  Normal  Studies.  By  Rev.  W.  Bow- 
man Tucker,  A.M.,  Ph.D.      35  cts. 

A  Harmony  of  the  Gospels.     By  Rev.  W.  H.  Withrow,  D.D.,  F.R  .S.C.    50  cts. 

Ho\/  to  Study  the  Bible.     By  Rev.  George  C.  Workman,  M.A.,  Ph.D.     10  cts. 

The  Making  of  a  Teacher.  (Canadian  edition.)  By  Martin  G.  Brumbaugh, 
Ph.D  ,  LL.D.     Si  00. 

A  New  and  Complete  Harmony  of  the  Gospel  of  Jesus  Christ.  By  Rev.  J.  H. 
Rutan.      -Net,  §2. 00. 


A    TEMPLE    UNTO    THE    LORD 


This  picture  of  a  fifteen- 
story  building  is  merely 
an  expression  of  a  sugges- 
tion which  may,  in  God's 
own  time  and  way,  to- 
gether with  the  loving 
cooperation  and  generous 
gifts  of  the  vast  constitu- 
ency and  unmeasured 
wealth  of  the  International 
forces,  become  not  only 
a  temple  unto  the  Lord, 
but  also  may  yield  an 
income  to  the  permanent 
support  of  the  work  of 
the  International  Associa- 
tion annually  of  $60,000 
to  $80,000. 

Chairman  Hartshorn's  Re- 
port, Toronto,  June  24,  1905. 


£^ 


J0 


THE     INTERNATIONAL     SUNDAY-SCHOOL      HEAD-. 
QUARTERS    FOR    NORTH    AMERICA 


653 


A   VISION    FROM    THE    WEST 

Rev.   W.  C.  MERRITT,  Tacoma,  Wash. 

Standing  by  the  shore  of  this 
western  sea,  a  vision  of  wondrous 
rnagnitude  and  beauty  unfolds  itself 
before  me.  I  look  to  the  North  and 
East  and  South,  and  see  the  grandest 
mountains  of  the  world  stretching 
away  until  lost  in  the  distant  Rock- 
ies. Rolling  down  their  valleys  are 
the  mightiest  rivers  of  the  continent. 
Along  their  banks  lie  plains  that 
Rev.  \v.  c.  merritt  are  becoming  a  veritable  "Garden 
of  God."  From  their  boundless 
forests  the  world  is  already  supplying  its  needs;  from 
their  mines  flow  increasing  streams  of  coal  and  iron  and 
copper  and  lead  and  silver  and  gold ;  from  their  waters 
the  fishermen  of  all  nations  gather  a  rich  harvest ;  from 
their  granaries  and  orchards,  America  and  Europe  and 
Asia  are  already  being  fed.  As  I  study  this  marvelous 
panorama  I  see  streams  of  humanity  crossing  over  the 
mountains  and  finding  their  homes  all  over  its  terri- 
tory; the  great  transcontinental  railroads,  burdened  with 
the  people  and  the  commerce  of  the  world. 

"  I  hear  the  tread  of  pioneers 
Of  nations  yet  to  be ; 
The  first  low  wash  of  waves,  where  soon 
Shall  roll  a  human  sea. 

"  The  rudiments  of  emi)ire  here 
Are  plastic  yet,  and  warm; 
The  chaos  of  a  mighty  world 
Is  rounding  into  form." 

Already  the  foundations  of  great  cities  have  been 
laid;  the  foregleams  of  a  new  civilization,  the  types  of 
a  new  race,  are  seen  upon  these  western  shores. 

653 


654  -4  Vision  from   the  West 

I  turn  to  the  west,  and  the  broad  Pacific  rolls  un- 
broken to  the  land  of  the  "  Rising  Sun,"  and  I  see  a  new 
world-power  leap  full-armed  from  the  brow  of  ancient 
Asia  into  the  arena  of  our  great,  new  West.  China, 
too,  is  awakening,  and  Napoleon  said,  "  When  China 
awakes  she  will  move  the  world." 

The  thrill  of  new  life  is  arousing  all  of  these  nations. 
And  when  brought  to  the  consciousness  of  a  new  and 
higher  civilization,  the  prophetic  words  of  Seward 
will  be  fulfilled,  "  The  commerce  of  the  Pacific  will 
be  the  commerce  of  the  world."  We  are  cutting  the 
Panama  Canal,  and  when  the  tides  of  the  two  oceans 
shall  meet,  their  commerce  will  be  one.  As  I  muse, 
the  words  of  another  great  American,  our  Captain 
Mahan,   come  to  me: 

"  We  stand  at  the  opening  of  a  period  when  the 
question  is  to  be  settled  decisively  whether  Eastern 
or  Western  civilization  is  to  dominate  throughout  the 
earth  and  to  control  its  future.  The  great  task  now 
before  the  world  of  civilized  Christianity,  its  great 
mission,  which  it  must  fulfill  or  perish,  is  to  receive  into 
its  own  bosom  and  raise  into  its  own  ideals  those  ancient 
and  different  civilizations  by  which  it  is  surrounded  and 
outnumbered,  the  civilizations  at  the  head  of  which 
stand  Japan,  China  and  India." 

Here  upon  the  shores  of  our  Western  Sea  is  to  be  the 
meeting-place  of  these  civilizations.  And  the  supreme 
issue  is  not  commercial  and  material,  but  moral  and 
spiritual. 

How  shall  we  meet  it  ?  Captain  Mahan  offers  the  only 
solution:  "  This  Christian  nation,  to  save  itself,  must 
save  Asia."  We  must  develop  here  a  type  of  manhood 
and  womanhood  so  strong  and  true  that  at  this  point 
of  impact  we  can  "  receive  into  our  midst,  and  raise  to 
our  ideals  "  those  who  come  to  us.  How  can  this  be 
realized?  Best  by  incorporating  into  the  child  life  of 
to-day  that  which  is  demanded  in  the  manhood  of  to- 
morrow.    By  growing  a  generation  of  men  and  women 


-4    \'Jsioii  jroin  the  West  655 

which  believes  in  the  Bible  as  the  word  of  God,  and 
which  loves  and  obeys  Jesus  Christ.  The  highest  safety 
is  to  be  found  in  this,  "  that  from  a  child  thou  hast 
known  the  holy  scriptures  which  are  able  to  make  thee 
wise  unto  salvation  throu,t;h  faith  which  is  in  Jesu^ 
Christ." 

The  hope  of  the  future  is  in  the  adequate  moral  and 
religious  culture  of  the  child.  And  the  majority  of 
children  must  receive  that  culture  in  the  Sunday-school. 
Hence  the  greatness,  the  importance  and  the  dignity 
of  this  service.  Jesus  said,  "  The  kingdom  of  God  is 
within  you."  And  it  must  be  xvithin  lis  if  we  are  to  do 
this  great  work.  The  true  spirit  of  this  nation  is  evan- 
gelistic. Evangelize  we  can,  and  evangelize  we  must. 
The  mighty  impulses  of  a  great  evangelistic  past  are 
again  gathering  themselves  within  us  for  still  greater 
achievements.  There  must  be,  there  can  be,  no  failure. 
If  any  man  suggest  it,  our  answer  is  that  of  John  Paul 
Jones  to  the  Scrapis, —  "Have  you  surrendered.^" 
"  We  have  not  vet  begun  to  fight." 


THE   INTERNATIONAL  SUNDAY-SCHOOL 
ASSOCIATION 


It  stands  for  the  cooperation  of  all  Christian  churches, 
not  organic  tinion. 

It  stands  for  the  International  S\'stem  of  Uniform 
Lessons,  now  used  in  all  parts  of  the  world,  by  more 
than  twenty  millions  of  people. 

It  stands  for  encouragement  and  stimulation,  by 
bringing  the  strong  into  helpful  contact  with  the  weak. 
Fully  15.000  conventions  are  held  annualh''  under  its 
auspices  in  the  United  States  and  Canada,  attended  by 
at  least  two  million  people. 

It  stands  for  better  teaching,  through  teachers'  meet- 
ings, teacher-training  classes,  teachers'  reading  cotirses, 
institu.tes,  primary  unions,  summer  schools,  etc.,  and 
special  courses  in  the  theological  seminaries  designed 
especially  to  qualify  pastors  to  train  their  own  teachers. 

It  stand?  for  the  very  best  in  architecture,  equip- 
ment, management  and  Bible  instruction,  and  for 
everything  helpful,  hopeful  and  good  in  Sunda^'-school 
work. 

It  stands  for  extending  to  all  —  no  matter  how  old 
or  how  yotmg  —  the  benefits  of  the  Sunday-school 
and  the  house  of  God,  through  the  house-to-house  visit- 
ation. Home  Department,  Cradle  Roll,  etc.,  and  for 
carrying  the  open  AVord  of  God  by  the  hand  of  a  com- 
petent consecrated  teacher  to  every  man,  woman  and 
child. 

Best  of  all  —  the  magnificent  improvements  and 
advancements,  for  which  this  association  stands,  it 
has  actually  in  a  very  large  meastire  brought  to  pass, 
and  its  influence  is  growing  and  widening  every  day. 

It  stands  in  need  of  A'our  cooperation  and  financial 
support  just  now,  as  the  only  source  of  revenue  for 
carr^^ng  on  this  great  work  is  the  free  will  offerings  of 
its  friends,  and  all  who  believe  in  extending  the  king- 
dom of  God  on  earth  by  the  religious  and  moral  train- 
ing of  the  5'oung. 

656 


Division  IV  —  Tables  and  Appendices 


International  Pledges,  1905-1908 
Sunday-school  Statistics 
Official   Program 
Official  List  of  Delegates 


■v^«*>4 


TABLES    AND    APPENDICES 


International  Pledges,  1905-1908 

The  following  pledges  were  made  at  the  Toronto  Convention,  June  26. 
1905,  for  the  support  of  the  work  during  the  next  triennium,  1905-8.  The 
cards  signed  indicated  plainly  that  the  sum  pledged  was  to  be  paid  annually, 
with  the  understanding  that  the  payments  are  to  be  made  during  the  first 
sLx  months  of  each  year. 

States,  Provinces  and  Territories,  Per                 Total 

and  by  whom  pledged  annum       three   years 

ALABAMA    5'°°  °° 

"          ^Co'^^^d)    _J^^  5^^.^^ 

ALASKA  —  Sheldon  Jackson  $25  00 

Sheldon  Jackson 5  00 

"' 90  00 

ALBERTA $20  00 

H   W.  B.  Douglas 1°  °° 

90  00 

ARIZONA S2S  00 

Eugene  H.  Stover S  00 

"  90  00 

ARKANSAS S50  00 

S.  Q.  Sevier 25   00 

^  22s  00 

ASSINIBOLA  —  W.  R.  Sutherland $1000               3000 

BRITISH  COLUMBIA   $33  00               99  00 

CALIFORNIA  (North)    $200  °° 

Chas.  M.  Campbell 5o  00 

C.  R.  Fisher 5  00 

Wm.  G.  French 100  00 

Miss  Catharine  A.  McCracken i   00 

I  068  00 

CALIFORNIA  (South) $165  00 

Primarv  Department 20  00 

Gail  Borden 100  00 

Gail  Borden 83   33 

W.  F.  Cronemiller 1 5  00 

Hugh  C.  Gibson    _J^          ^  ^^^  ^^ 

COLORADO •  •  S'°°  °° 

J<jhn  C.  Carman  (2  yrs.  only) 30  00 

Jessie  Alice  Fink '  5  00 

Jessie  Alice  Fink 2  °°- 

CoraShank   _J_^             ^^^  ^^ 

CONNECTICUT Sioo  00 

C.  E.  Bartlett    4  00 

Caroline  E.  Bartlett '    °^ 

W    Douglas  Mackenzie    1  o  00 

Elliott  F.  Talmadge 25  00             ^^^  ^^ 

DELAWARE Si  10  00             33000 

DISTRICT  OF  COLUMBIA $130  00 

Calvarv   Baptist   S.   S.,   Washington,    D.   C. 

(2  vrs.  only)     i°°  °° 

J.W.Reisner   S  °°             ^^^  ^^ 

FLORIDA  — H.C.  Groves Sio  00                3000 

659 


66o 


Tables  and  Appendices 


GEORGIA    Sioo  oo 

,.          (Colored) loo  oo 

First  Cong'l  Ch.  S.  S.,  Atlanta   s   oo 

Mrs.  L.  B.  Maxwell 5   oo 

Mrs.  Thos.  Moore S   oo 

Dr.  Robt.  E.  Williams 25   oo 

Dr.  Robt.  E.  Williams -.  i    00 

IDAHO S25  00 

ILLINOIS Si  000  00 

Janet  Thom  Allison 500 

Mary  Anderson   5   00 

R.  G.  Ardry  (Si   00  paid)    i    00 

A.  T.  Arnold i   00 

Mrs.  A.  T.  Arnold i   00 

H.  P.  \aylor i   00 

Mary  I.  Bragg 10  00 

E.  M.  B  .-eckenridge  (S5  00  paid) 5  00 

O.  B.  Britton 3  00 

Mrs.  Mary  Foster  Bryner    25  00 

Mrs.  Mary  Foster  BriTier    33  33i 

Isaac  B.  Burgess S  °° 

Martin  E.  Cady 5  00 

Mary  R.  Child i  00 

Mrs.  C.  E.  Clark i   00 

David  C.  Cook i  000  00 

Henry  F.  Cope    5  00 

A.  F.  Gaylord    S  00 

H.  P.  Hart 5  00 

Charles  E.  Hauck 50° 

J.  A.  Hohngren 10  00 

Mrs.  Mary  F.  Hurst 5  00 

W.  B.  Jacobs 100  00 

W.  B.  Jacobs 25  00 

A.  M.  Kenney S  00 

C.  W.  Knapp 10  00 

P.  P.  Laughlin    5   00 

H.  T.  Lay    10  00 

John  W.  Leonard   5  00 

Andrew  J.  McDermid .5  00 

Miss  L.  Ingram  Mace i  00 

G.  W.  Miller    8  33 

A.  H.  Mills 2S   00 

A.  H.  Mills 100  00 

E.  H.  Nichols    So  00 

E.  H.  Nichols    50  00 

W.  C.  Pearce 25  00 

T.  N.  Pitkin S  00 

Mr.  and  Mrs.  O.  T.  Purl' S  00 

W.  S.  Rearick 10  00 

A.  W.  Rosecrans S  °° 

Mr.  and  Mrs.  W.  B.  Rundle 15  00 

Mrs.  M.  Schunerhom 2  00 

J.  B.  Sikking,  Jr 10  00 

A.  W.  Snyder i   00 

T.  B.  Stephenson  (Si   00  paid) i   00 

F.  A.  Wells  and  family 5°°  00 

INDIAN  TERRITORY S25  00 

INDLANA  .  ■. S300  00 

Primary  Department 25  00 

Mr.  and  Mrs.  R.  H.  Archey    2  00 

Mrs.  M.  J.  Baldwin 2  00 

Josh  Beasley 10  00 

Beulah  Buchanan 2  00 

Presbyterian  S.  S.    Plymouth 10  00 


723   00 
75   00 


9  341    00 
75   00 


International  Pledges,   iqoj-iqoS 


b6i 


INDIANA  (Continued):  «;,„  oo 

\Vm.  H.  Elvin *"°  °° 

Marv  T.  Glossbrenner    .„  °° 

W.  C,  Hall^.. •°  °° 

Main  St.  Christian  S.  S.,  Rushville    3  oo 

Maple  Grove  S.  S.,  Lebanon '   °° 

J.  Q.  Merriman   ;  °° 

Mre.  Maggie  H.  Miller   '   °° 

Josiah  Morris 

Mrs.  Ida  A.  Porterfield    , f  °° 

Richmond  S.  S.  Associati  m - j  °° 

AnnaM.  Schulz    3  oo 

W.  J.  Semelroth ]°  °° 

LvT^anB.Vose ^;°  °° 

R.  C.  Willis loo  oo 

IOWA ^'°°  °° 

C.  H.  Ainley    ^^   •'■' 

EUasHandy    5   oo 

J.  F.  Hardin    '°  °° 

j:  F.Hardin    '°  °° 

Mrs.  Geo.  Humphrey ^  oo 

B.  F.  Mitchell f  °° 

Mrs  J.  J.  Richardson ^   °° 

Wm.-^tackaberry    _L1^° 

KANSAS 5^°°°° 

E.  Bartholomew ,5  „„ 

E.  R.  Burkholder ^^  °° 

J    H.Engle    4°° 

Don  Kmney v  •  •  •,•  •  •  .,■, -  r,^ 

Mr.  and  Mrs.  J.  W.  Lo.wdermilk    a  oo 

C.  C.  and  M.  M.  Kesinger >°°  °° 

S.  J.  Miller "°  °° 

J.  A.  Werner .?  °° 

R.  M.  White    ^^  °° 

KENTUCKY    ., 5^5°  °° 

Rev.  M.  S.  Clark ',   °° 

J.  Shreve  Durham    ;  ^° 

E.  A.  Fox -  °° 

Frank  W.  Hardy    I  °° 

Louis  J.  Mcintosh    ^  oo 

Miss  Lucy  Mahan ^  °° 

Miss  Mary  Moore      ■ ■ ^^  °° 

Miss  Sue  B.  Scott  (i  yr.  only.  1907) °°° 

Miss  Sue  B.  Scott *  5  00 

John  Stites ■  ■ .  ^„  „^ 

E.  N.  Woodruff  (I  yr.  only) '°°  °° 

LOUISIANA «5o  00 

B.  C   Lee ^  °° 

Herz  Rase    ^o  00 

MAINE .■••„ ^'V;  00 

Baptist  S.  S.,  YannouthviUe    'o  00 

E.  L.  Marsh '_°Z 

MANITOBA   «'°°  II 

F.W.Adams '°  °° 

^I^L^'^"";;;;;;;;;;;;;;:;:;:;::;:;  l  oo 

T^H  Patrick  (for  Manitoba  delegation)    50  00 

Tiios.  Ryan \°  °° 

R,jbina  E.  Spence '°  °° 


—         Si  6j 


829   00 


I  236  00 


5SS  00 


690   00 


662 


Tables  and  Appendices 


MARYLAND    $50  oo 

MASSACHUSETTS $500  00 

Charles  A.  Boyd   4  00 

Clarendon  St.  Baptist  S.  S.,  Boston    25   00 

Mrs.  B.  L.  Colby 10   00 

Miner  C.  Cone   5   00 

Hamilton  S.  Conant 10  00 

Sarah  R.  Damon i   00 

A  Friend     i   00 

First  Baptist  Church,  Reading 5   00 

First  M.  E.  S.  S..  Fitchburg 5   00 

W.  N.  Hartshorn i  000  00 

Ella  Ford  Hartshorn    500  00 

W.  C.  King    10  00 

J.  Lillian  Larrabee   2  00 

Union  Cong'l  S.  S.,  Winthrop  Beach 5  00 

John  Legg 3333 

Abbie  S.  Litchfield i   00 

Ulysses  E.  Mayhew    3  00 

Rev.  A.  M.  Osgood 5  00 

Mrs.  Mary  Paxton    25   00 

St.  Andrews  Presb.  Church.  Boston    5  00 

St.  Paul's  M.  E.  Church  S.  S.,  Lynn    5  00 

Edwin  E.  Smallman,  Park  St.  Cong.,  Boston  .  10  00 

Arthur  F.  Smith 10  00 

S.  A.  Spooner    5   00 

Mrs.  Geo.  W.  Stevenson 5  00 

Lucy  G.  Stock 10  00 

A.  C.  Stone    100  00 

A.  C.  Stone    50  00 

Frank  A.  White    5  00 

Elvira  H.  Wiggin 2  00 

W.  F.  Wilson .  2  00 

MICHIGAN    Sjoo  00 

J.  K.  Campbell 5   00 

Leslie  C.  Lawrence 8  00 

Hillsdale  Free  Baptist  S.  S.,  Hillsdale 5  00 

Howard  L.  Holmes i    00 

E.  K.  Mohr    10  00 

Mrs.  John  L.  Moore i   00 

E.  A.  Palmiter    10   00 

Mrs.  Julia  A.  Reed 5   00 

Alva  Sherwood 5   00 

E.  K.  Warren r  200   00 

E.  K.  Warren    100  00 

East  Main  St.  Baptist  S.  S.,  Jackson 5   00 

MINNESOTA   $50  00 

First  M.  E.  S.  S.,  Windom    10   00 

Chas.  F.  Bager    S   00 

Central  Baptist  S.  S.,  Minneapolis s   00 

Mrs.  H.  G.  Harrison 10   00 

Thos.  McClymont i   00 

MISSISSIPPI $75  00 

MISSOURI S200  00 

C.  H.  Nowlin i   00 

MONTANA S50  ^ 

NEBRASKA Sioo   00 

Primary  Department 10   00 

NEVADA    $20  00 


S150  00 


7  078  00 


4  965  00 


603   00 
ISO    00 


lutcrtiatioual  Pledges,   igo^~ii)oS  6O3 


NEW  BRUNSWICK $1 25  00 

E    R.  Machum    25   oo 

T.  S.  Simnis ^5   00 

NEWFOUNDLAND  (possible  duplicate) S25  00 

50   °o 

Samuel  Harris 1°   °° 

NEW  HAMPSHIRE Sioo  00 

W.  G.  Everett 25   00 

Edwin  B.  Stiles 2  00 

Roger  E.  Thompson  .  .  .  .  ; 5   00 


SS25   00 


396   00 


NEW  JERSEY $6°°  00 

Philip  Case 3  °° 

Rev.  Edward  G.  Read 5   00 

Mrs.  Oliver  C.  Willson 5   00 

I  839  00 

NEW  MEXICO    Sio  00               30  00 

NEW  YORK    $750  rjo 

Primarv  Department   'oo  00 

J.  V.  Baker    5  00 

Andrew  M.  Brown    3  00 

Andrew  M.  Brown    2   00 

Frank    L.  Brown 25  00 

Frank  L.  Brown   25  00 

Fred  C.  Bumev 5  00 

Rev.  H.  T.  Chadsey  .    3  00 

Miss  LiUie  R.  Corwir    5  00 

John  Bancroft  Devins 10  00 

A.  W.  Gray 2  00 

Mrs.  Anna  L.  Greenman 20  00 

Henrv  S.  Jacoby 5  00 

W.  W.  King 25  00 

L.  W.  Kinzlv 3  00 

William  G.  Lightfoote    5  00 

H.  S.  Lvle    2  00 

J.  T.  McFarland    10  00 

A  Friend  (ist  yr.  paid) 5   00 

Julia  C.  Ostrander    i   00 

Smith  Parish   2   00 

C.  E.  Patterson 50  00 

Mr.  and  Mrs.  A.  J.  Rumsey    10  00 

Rev.  A.  F.  Schaufflcr   25   00 

Jas.  Sco\-ille 2   00 

Mrs.  S.  W.  Sherwood 5  00 

Rev.  C.  A.  Spalding i   00 

Baptist  S.  S..  Homer  5  00 

W.  S.  Taylor   5   00 

Charles  B.  Tefft    5  co 

George  H.  Trull    5   00 

Fred  S.  Walts 200 

Wallace  Weston.  Jr 25   00 

3  4t>2   00 

NORTH  CAROLINA Sioo  00 

(Colored)   100  00 

B    R.  O.ward    i    0° 

Jas.  B.  Dudley    10  00 

Rev.  H.  B.  Hunter     5    00 

Negro  Baptist  S.  S.  (Connection 25  00 

Tames  E.  Shepard 25  00 

Geo.  W.  Watts   200  00 

I   498    OQ 

NORTH  DAKOTA    S50  00 

Primarv  Department   5   00 

Mrs.  Tlios.  Armstrong 1   00 


lO 

oo 

.1 

oo 

lO 

oo 

lO 

oo 

lOO 

oo 

664  Tables  and  Appendices 


NORTH  DAKOTA  (Continued): 

J.  W.  Arthur $2   00 

W.  A.  Caldwell 10   00 

Mrs.  W.  A.  Caldwell •    5   00 

V.  E.  Stenersen i    00 

O.  H.  Wunn    i    00 

NOVA  SCOTIA    

A.  E.  Blois 

Miss  Irene  Colquhoun    

Miss  L.  M.  Colquhoun 

Peter  Eraser 

Alex.  Sutherland 

Frank  Woodbury 

OHIO    

E.  G.  Adams   

Rev.  vS.  C.  Bates  (ist  yr.  paid) 

Laura    Bayless  (Baptist  Primary  Class)  .  . . 

Ellsworth  M.  Beard ' 

Mrs.  A.  D.  Campbell    

Miss  Erva  E.  Carver    

Dr.  and  Mrs    Chalfant    

Joseph  Clark 

Nellie  H.  Copeland 

Mr.  and  Mrs.  R.  Cowden 

Mrs.  Phebe  A.  Curtiss    

Mrs.  Belle  A.  Ditmer   

Mrs.  H.  A.  Dowlini? 

Mrs.  H.  A.  Dowling 

H.  Ellenberger    

T.  C.  Fuhr    ■ 

Edward  D.  Collar   

W.  A.  Holmes 

E.  F.  Knickerbocker    

Marion  Lawrance 

Grace  K.  McClurg 

Miss  Anna  C.  Mindling    

Mrs.  A.  A.  Moore    

A.  T.  Nelson    

J.  M.  Parker    

Rev.  Gerald  R.  Richards 

Dunham  Ave.  Disciple  S.  S.,  Cleveland    .... 

Cleveland  Primary  Union,  Cleveland    

Fred  A.  Starr    

C.  F.  Strecker 

OKLAHOMA $75  00 

Miss  Oakie  Graham    2   00 

William  Rogers S   00 

ONTARIO $300  00 

Rev.  A.  W.  Barker i   00 

Miss  Bate i   00 

Dr.  E.  E.  Bennett    ,   00 

D.  B.  Best   ;   00 

W.  N.  Can- i    50 

H.  W.  Chamberlain    ■;   00 

D.  R.  Clare    2   00 

Elmer  Davis    500 

George  Elliott     200 

Rev.  W.  Griffith   500 

J.  Guest I    00 

J.  M.  Hagar i    00 

Miss  M.  W.  Harris    500 

Mrs.  W.  Henderson    500 

Albert  R.  Hugh    , , ,  . .  ,  j   00 


$225   00 


$too 

00 

5 
I 

00 
00 

5 

00 

5 

00 

20 

00 

S 

00 



— • 

423 

00 

1 ,000 

I 
I 

00 
00 
00 

2 

00 

10 

00 

.5  00 

lo  00 

I  00 

10  00 

I  00 

10  00 

5  00 

S  00 

50  00 

. 

3  gy6  00 

246   00 


I utcrnational  Pledges,    igo^-igoS 


665 


ONTARIO    (Continued): 

Isaac;  Hord Sio   00 

Mrs.  I.  Hord    5   00 

H.  C.  Hoar ^  .  . .  .  5  00 

T.  C.  Jewell   I   00 

Miss  Frankie  M.  Jewel 2   00 

E.  D.  Lang    i   00 

Asher  P.  Latter 2   00 

Rev.  M.  C.  McLean    i    00 

Rev.  R.  Martin .5  00 

Methodist  S.  S.,  Millbrook    S   00 

John  Myers      i   00 

Clara  J.  Nelles 1   00 

J.  W.  Newbery 2   00 

Rev.  R.  F.  Nie    i   00 

S.  Clowes  Noxon 2  00 

Mrs.  A.  B.  Ormsby 5   00 

W.  M.  Orr    3  00 

A.  H.  Ranton  (i  yr.)   50  00 

Rev.  L  A.  Ross 5  00 

J.  S   Ross I   00 

Walter  Russell    5  00 

Mrs.  Walter  Russell 5  00 

J.  A.  Schruck    2  00 

C.  H.  Stickle 2  00 

R.  G.  Struthers 10  00 

Mrs.  J.  A.  Symington 10  00 

R.  Tuttle 20  00 

J.  M.  "Wallace    i   00 

OREGON    S7  5  00 

A.  A.  .Morse   5   00 

PENNSYLVANIA    $1  000  00 

,,                    (No  signature)    100  00 

Geo.  W.  Bailey 100  00 

M.  G.  Brumbaugh    10  00 

R.  L.  Clark    i    00 

W.  L.  Corrin 5  00 

P.  L.  Craig 1000 

First  (Christian  Church  S.  S.,  Erie 2   00 

S.  P.  Barr,  Grace  M.  E  S.  S.,  Grove  City    ....  5  00 

J.  D.  Graves    25   00 

Rev.  L.  W.  Hainer .S   00 

H.  J.  Heinz i    000  00 

Kane  Baptist  S   S.,  Kane   .S  00 

James  W.  Kinnear 10  00 

W.  G.  Landes    S   00 

Dr.  Frank  W.  Lange  (Phila.  County) .so  00 

T   H.  Lippiatt 2   50 

Miss  Ella  Martin 10  00 

D   H.  M  Her 10  00 

E.  D   McCafferty    10  00 

E.  E   McCurdy 2  00 

East  End  Presb.  S.  S.,  Pitt.sburg 5  00 

C.  E.  Rauch 5  00 

Readin^^,  Pa     Union    5  00 

Rev.  John  N.  Reseigh i   00 

Martha  E.  Robison i  o  00 

Wm.  H.  Scott   100  00 

J.  L.  Slater    5   00 

H.  H.  Strunk 2   00 

C  G.  Trumbull   25   00 

R.  I.  Vail 2    00 

John  Wa  ton    10   00 

PRINCE  EDWARD  ISLAND $30  00 


S>  [   4  ")    .so 


7612    so 
90    00 


666 


Tables  and  Appendices 


QUEBEC    

J.  W.  Knox   

Mrs.  H.  H.  Lang 

• 

RHODE  ISLAND    

Graded  Primary  Union,  Providence    

Frederick  P.  Church 

Mrs.  S.  H.  Cuthbert 

Calvary  Baptist  Bible  School,  Providence  .  .  . 

A.  B.  McCrillis      

Providence  Lithographing  Co 

Emma  G.  Welch 

SASKATCHEWAN  —  W.     H.     Irwin,    Winnipeg, 
Man 

SOUTH  CAROLINA 

(Colored)    

Rev.  T.  P.  Burgess 

D.  W.  Bythwood    

F.  Y.  Dendy    

Jas.  W.  Eichelberger    

H.  G.  Fisher    

A.  U.  Frierson 

I.  H.  Fulton    

Miss  S.  M.  Furman 

R.  F.  Lee 

J.  B.  Middleton 

J.  Adger  Smyth,  Jr 

Presb.  S.  S.,  Pelzer 

J.  S.  Stanback 

J.  H.  Walker 

SOUTH  DAKOTA 

TENNESSEE . 

J.  E.  Annis    

Geo.  W.  Boddie    

H.  M.  Hamill 

E.  E.  McDavid 

Alfred  Mason 

John  R.  Pepper  

TEXAS   

UTAH 

VERMONT  

C.  S.  Andrews 

D.  M.  Camp 

Edward  M.  Fuller 

H.  H.  Tennev,  Methodist  Sundav-school  . .  . 

G.  F.  North  ' : 

M.  P.  Perley    

Geo.  L.  Story    

VIRGINIA 

T.  L  &  C.  Institute,  Claremont    

W.  P.  Bunell   

Miss  Grace  G.  Davis 

Mr.  and  Mrs.  C.  J.  Dorr 

James  R.  Jopling    

John  J.  Small  wood  (paid  S5   00) 

E.  WASHINGTON  AND  N.  IDAHO. 


Sioo 

00 

5 

00 

5 

00 

S150 

00 

5 

00 

5 

00 

I 

00 

25 

00 

100 

00 

100 

00 

10 

00 

$20 

00 

$100 

00 

SO 

00 

$330  00 


5 

00 

3 

00 

S 
I 

00 
00 

2 

00 

10 

00 

5 

00 

5 

00 

2 

00 

61  2 

55.^5 

00 

105 

00 

S125 

00 

100 

00 

5 

00 

100 

00 

5 

00 

S 

00 

100 

00 

St25 

00 

375 

00 

$10  00 


Sioo 

00 

2 

00 

10 

00 

S 

00 

5 

00 

5 

00 

100 

00 

5 

00 

$.^0 

00 

25 

00 

25 

00 

I 

00 

5 

00 

10 

00 

S 

00 

$yr    00 


696  00 


363  00 
225  00 


Iiiti-nialioihil  Pli\ii;cs,    igo^-n^oS 


667 


WESTERN  WASHINGTON 

\V.  C.  Mcrr.tt     

W.  C.  Merritt     

Plymovith  Cong.  S.  S.,  Seattle 


WEST  VIRGINIA   

J.  C.  Bardalt    

I.  C.  Bardall    

C.  Humble 

Myron  Hubbard 

Mvron  Hubbard 

T '  Marccllus  Marshall 
L.  \\.  Nuttall    


WISCONSIN 

Mrs.  D.  B.  Bennett  (for  the  3  vrs.) 

First  Cong'l  S.  S.,  Sheb<5ygan 

First  Cong'l  S.  S..  Oshkosh  (3  yrs.)  . 

F.  Gasser 

Mrs.  F.  Gasser 

F.  R.  Proctor    

W.  H.  Weber 


WYOMING 


Sl2S 

00 

50 

00 

10 

00 

25 

00 

$100 

00 

so 

00 

100 

00 

lO 

00 

S 

00 

10 

00 

10 

00 

2S 

00 

$100 

00 

SO 

00 

10 

00 

25 

00 

2 

50 

2 

50 

I 

00 

I 

00 

$10  00 


$630   00 


426  00 
30  oc 


RECAPITULATION  AND  SUMMARY 

The  following  are  the  totals  pledged  from  each  state,  province  and  territory 
for  the  following  three  years,  including  the  Association  pledge  and  individ- 
ual pledges. 


Alabama    

Alaska  

Alberta  

Arizona   

Arkansas  (Sec  Note 
*•  A  ••)   

assiniboia 

British  Columbia.  .  . 

California  (N.)   .... 

California  (S.) 

Colorado  

Connecticut 

Delaware 

District  of  Colum- 
bia   

Florida 

Georoia 

Idaho 

Illinois 

Indian  Territory   .  . 

Indiana    

Iowa 

Kansas  

Kentucky   

Louisiana    

Maine 

Manitoba 

Maryland 

Massachusetts 

Michigan  

Minn   sota  

Mississippi 

Missouri  

Montana 

Nebraska  


S3 7 5  0° 
90  00 
90  00 
90  00 

225  00 

30  00 

99  00 

I  068  00 

I  153  00 

426  00 

420  00 

330  00 

605  00 

30  00 

723  00 

75  00 

9  341  00 

7  5  00 

1  63s  00 

829  00 

I  236  00 

I  279  50 

315  00 

558  00 

690  00 

150  00 

7  078  00 

4  965  00 

243  00 

225  00 

603  00 

150  00 

430  00 


Nevada    

New  Brunswick 
Newfoundland    . 
New  Hampshire  . 
New  Jersey    . .  . . 
New  Mexico  . .  . . 

New  York  

North  Carolina 
North  Dakota  .  . 
Nova  Scotia   .  .  . . 

Ohio 

Oklahoma   , 

Ontario 

Oregon    . 


Pennsylvania  (Sec 
Note  •'  B  '•) 

Prince  Edward  Is- 
land   

Quebec 

Rhode  Island 

Saskatchewan   

South  Carolina  .  . . . 

South  Dakota 

Tennessee  

Texas  

Utah 

Vermont    

Virginia  

Washington  (E.)  .  . 

Washi.ngton  (W.)  .  . 

West  Virginia  

Wisconsin  

Wyoming   


$60  00 
525  00 
255  00 
396  00 

I  S39  00 
30  00 

3  462  00 

I  498  00 
225  00 
423  00 

3  996  00 
246  00 

I  419  50 
240  00 

7  612  50 

90  00 

3 JO  00 

I  088  00 

60  00 

61  2  00 

105  00 

I  320  00 

375  00 

30  00 
696  00 
363  00 
225  00 
630  00 
930  00 
426  00 

30  00 


Total $65  168  so 


668  Tables  and  Appendices 

Note  "  A."  Arkansas  promised  to  put  in  a  colored  man 
if  we  would  pay  S400  a  year.  I  understood  this  meant  that 
they  would  contribute  a  similar  sum  of  S400  and  get  an  $800 
Aian.  In  making  up  the  sum  of  our  pledges,  this  S400  a  year 
paid  by  Arkansas  amounts  to    $1  200  00 

Note  "  B."  At  that  same  meeting  of  the  Committee,  Mr. 
Heinz  agreed  to  pay  one  quarter  of  a  man's  salary  for  the 
West.  Mr.  Hartshorn  named  the  sum  of  Si  600  as  his  salary. 
The  other  quarter  was  taken  equally  by  Mr.  Hartshorn  and 
Mr.  Warren.  This  was  pledged  on  condition  that  the  Western 
states  would  pay  the  other  SSoo  a  year  for  three  years.  This 
was  pledged  in  the  Committee  meeting  by  brethren  Morse, 
Bell,  Borden  and  others  from  the  West.  No  pledges  were 
signed.  It  was  understood  in  the  Committee  that  this  took 
care  of  a  Si  600  man,  amounting  in  the  three  years  to    4  Soo   o; 

(This  S4  800,  and  the  Si  200  from  Arkansas  makes  the 
S6  000  as  reported  as  having  been  pledged  in  the  Committee.) 

Note  "  C."  On  the  floor  of  the  Convention,  Mr.  Heinz 
promised  to  take  care  of  a  man  in  Japan.  The  sum  set  for 
each  year  was  Si  000.  This  does  not  strictly  belong  in  our 
International  budget,  but  was  included  in  the  sum  raised  on 
the  floor  of  the  Convention. 

Added  to  this  should  be  the  Si  000  turned  over  in  cash  by 
Mr.  Lawrance  raised  previous  to  the  Convention  especially 
for  the  Mexico  work i  000  00 

Note  "  D."  Added  to  the  above  should  be  the  following 
pledges  for  the  Mexico  work  for  the  second  and  third  years: 

J.  R.  Little,  La  Crosse,  Kans $100  200  00 

Alexander  Henry,  Philadelphia,  Pa .' .  .  .        100  200  00 

Graf  M.  Acklin,  Toledo,  0 100  00 

Grand  total S72  66S   50 


Su iiday-schooL  Statistics 


669 


Sunday-school  Statistics 

Statistics  presented  to  the  Several  International  Sunday-school  Conventions 


Baltimore. 

May  11-13.  1875. 

United  States 

Canada  

Atlanta. 

April  17-19,  1878. 

United  States      

Canada  

Toronto. 

June  22-24,  iScSi. 

United  States 

British  America    

Louisville. 

June  1 1 -1 3,  1884. 

United  States 

British  America    

Chicago. 

June  1-3,  1887. 

United  States 

British  America    

Pittsburg. 

June  24-27,  1890. 

United  States 

British  America    

St.  Louis. 

Aug.  31-Sept.  2,  1893. 

United  States 

British  America    

Boston. 

June  23-26,  1896. 

United  States 

British  America    

Atlanta. 

April  26-30,  1899. 

United  States 

British  America    

Mexico   

Denver. 

June  26-30,  1902. 

United  States 

Canada  

*  Newfoundland  and    Lab- 
rador     

*  Mexico    

*  West  Indies 

*  Central  America    

Toronto. 

June  23-27,  1905. 

United  States 

Canada I 

*  Newfoundland   and    Lab- 
_  rador    ' 

Mexico   i 

♦West  Indies I 

*  Central  America    ' 


Sunday' 
schools. 


64,871 
4.401 


78,046 
5.395 


84,730 
5.640 


98,303 
5.213 


90,860 
6,448 


108,939 
7,020 


123.173 
8,745 


'32.639 
9.450 


137.293 

10,527 

319 


139. SOI 
10,220 

353 

3'9 

2,306 

231 


Teachers. 


Total. 


140,519 

10,750 

353 

434 

2,306 

231 


753.060 
35.745 


853.100 
41.693 


932,283 
42,912 


1,043,718 
45,511 


1,108,265 
52,938 


1. 151. 340 
58,086 


1.30S.939 
71.796 


1.396,508 
79,861 


1.399. 711 

81,874 

723 


1,417,580 
82,156 

2,3741 

723 
10,709 

577 


Total  North  America '  154.593    1.552,473    12,167,127    14,168,305 

I 


1.451.8551 
85.632 

2.374 

1,266; 

10,769 

577 


5,790,683 
271.381 


6,504,054 
339.943 


6,820,835 
356,330 


7,668,8 
387.966 


8,048,462 
440,983 


8,649,131 
497.113 


9.718,432 
599,040 


10,890,092 
666,714 


11.327.858 

680,208 

9.259 


11,474,441 
685,870 

22,766 

9.259 

111.335 

S.741 


11.329.253 
684.235 

22,766 

13.797 

III. 335 

5. 741 


6,543.743 
407,126 


7. 357. 154 
381.636 


.753.118 
399,242 


8,712.851 
433.477 


9.156.727 
493.921 


9,800,471 
555.199 


11,024,371 
670,837 


12,286,600 
746,57s 


12,727.569 

732,082 

9.982 


13.151.091 
786,654 

25.140 

10,082 

122,104 

6,218 


13,209,1  14 
790,566 

25.140 

15.063 

122,104 

6,318 


*  1898  Statistics. 


)7o 


Tables  ufid  Appendices 


cjO 


siq;    JO   a;BQ 


O    U    O    CJ    O    1> 
cJ  S  oj  S  CS  C3 


o  y  o  o  o  o  ^ 
C^  CI  cd  (^  Cli  cj  ^ 


O  O  1)  o 
CS  c3  c3  c3 


0)  o 
CS  C3 


A  cj  »  Cj  Qj  M 

E  -  E  iC'i:'^^  E  ^^  S    ^  S 
K  o  k'5'3'3'S  m'3"3  o    '5  m 


CvOO-O^C^OC^OC^OXX   oc^oc^oc?^ 


o  "-. 
o  X 


•^     I 


c-x  -t  -  o 


W- 


o  •*  -;  >^.  o 

o-ox  o  ^ox  i^c  ~  yz  yi  ^'  I 

1^2"  »  -■  f',  ^  N  x_  »  <^  »  i-_  N  I 


■  :<:  r^  ":  X   tI- 


t^OrOTj-ioOOO   w   NO   Ot^^  roO  . 


t^  ^  -*  -*  S>  O-X  D    — .O  i^  -    I 


•^-  O  "^  O  r^O   o   -   O  r*  o  M  c 


«       u 

tc  5  " 

o    :i; 


;  X  o  WTO  Tj-x  «-«  r-  Tf  V 


0"J^O>mOOX" 


Sfooqas 

-ABpung 


'  ■*  o  o  ■*  "  to  N  X 


I   «   ■t  f^  h-  X  ' 
I  »o  ■^  ^  fO 


5H^3 


Zoi 


.3.3  -."  o  o 


•d  3  cS  ! 


<<<<-J-J-3-5^5'fc2  =  iii^i'i-:SS 


SSSS 


Sit )ida  y-scJi ool  Statistics 


671 


^ 

1 

C-^Oi;i>udo                        CJ              Oi>i;CJQJ 

CJ 

^-Z^*-'-^*-*-*-^*^                       ij             -»Jw^-rJ+-> 

cicirsaaaaa                  oj          rtrtcoaffl 

Pf 

U^UUUUUWi                          u.               Uwui-u 

3C333333                        S              33333 

3 

0      .'I^    '^O.-JU.U.Lt...          0            .sJU.O-'.-' 

.     .     .  Cl 

yOxiJ^^OOilJuOOOO          0          oyuOiJiJDy 

Oj   0  OJ   U 

cs*^ijcd!?3-^c3cj-»->rt-*-»rt-^-^*-       c3      -^rtrt-^rtrt*-»rt 

drt  M  * 

c«^             rt^cS^tO.cSaioJ                  ta.^tS^.nl^ 

>,  c  X'ij^  "-  J?^  E^'-i^Pi:'"     ^     P  i^-i:-  £  — 'ii'  £  — 

p  p  c  >> 

ca«cSrfrt^rt<dy5ajOrty;cjo       cd       u^rtrtwrtojy^cc 

«    7J     M    Ol 

6t,Wa,fi,&,<6^feWpH<;t,W«     fe     WO:,foWfefeWfa 

WWWfe 

,«0^.«u^^.«'«.ou..nu-.n.r,.n«c>«««.o««.«.«^./^«) 

in  «  M  m 

oo>oooooooo  00000000000000000.  •    • 

0000 

030  000000000000  000  O'O'O-O'O.O'O'O.o.  oa 

0000 

vO-'OfO-'O 0 Tf-'-Nin 

X 

.    .     .  « 

0 

0 

vO    ^ 

0 

r^ 

0 

■  0   " 

■t 

r- 

0    M 

r^ 

<* 

f^ 

*  t-'  cT 

«^ 

r^ 

0" 

0" 

1/^ 

mT 

0 

r^ 

* 

.     .Tj-.     .NTt-ao^t^t^NO      -     ■   r^     ■      •«      •     .ir-.O      •      • 

„ 

0     •    •     •       1 

0  pt 

X  0  -  to  l^ 

X 

r-  1- 

0 

po 

PO  0 

*"}"}'?  'l^. 

0 

X 

u~,x_ 

X_ 

X 

0" 

cT  f-T 

^   l/_   r^   ^   ^^   „*" 

pi' 

«' 

t^  \n 

X 

0 

^ 

f'.  -X-tOf<i^-'^'Ot^Ol^O"'^X->/-.  "■.  000^.  OON^ 

t 

0  0  0  PI 

txx  t  ■/•.";''.  "~-o  -  "  t-  -  0  00  -  -t".  --^n-M  r^o  f^f 

t  0  0  po 

1^.  li-,  0  ui  o_  ".  o_  0  o_  "tO^  1^.  o_x_  ^  "0  t'  ".  ^  ~   "?  t  "-  '^  °.*-  " 

•  uj 

p^ 

"2 1  "  "2 

000'"   ^-X  -C   r^o"»-x'^<:    «   ^Nr«i/-,o   0   ^.O   p<   O  •-'  «^  *" 

■  -.Si 

0 

0'  p^  rC  rC 

Oi-0         >^0        sO-It^OOOOu-.X"/-.  OX-"-.X<NO«         1- 

*'0 

0 

«►.«•* 

m          M                  t^          O^'t          0          !-•*          to          «rO                 rr-.<NTf 

•  c 

P^^ 

*                                       •-» 

- 

0  ^  'tx  *->  'to  0  0  CO  t'^o  0  00  0  to  M  so  ^  00  0  0^0  00 

.^ 

„ 

0  0  0   « 

■    ■  v 

0  0  0   ►< 

^> 

P* 

o_  q  0  x_ 

0  t^oo  w  •-  r^in«  0  0000  »/i^O30>^  t^oo  re  0  t^  •-  0  <:>  »' 

0 

in  n"  l/^  <> 

«-o       .*  0       -  0  m  T  t^  ox  .*  t  1-00  •*      ■*  ":  0  M  0       ■- 

•  0 

1-.     PH     1-     PO 

w^M                f^OrOt^               «          r^WfO               POf^i-,<t 

■  x; 
;  c 

'? 

0   l^  'to   t-.-tO00X«00'~"00»O'-:N>«0v0-0>«'' 

'  -.-d 

V, 

0000 

M-tCXOO'^.  OOO'OXOr^i^'XH-.^MOt^O'-OOX.- 

0000 

iA  tM  t^  «  X   to   0   0  X_  o_  t  ^  r-  -   0_  0_ X_  0  0  0  -t  0  0  0_X   r 

-  :| 

M_ 

w  t  0  in 

-t  pi'  0*        0'  "^        c'  0'  r^  —   t^  tx  0'  PI   r^  0  '^        0    "".  PI   I''.  0         •- 

w 

w  ■-  pi  in 

0           -r                ^          rt         PI i^.         t         P'.  t               ir.  .-PIPI 

:- 

T 

0C-— -P<'l-"tC-0-l-t^OOX"tp^t-.o>->-»^Ot~t~0-*C 

0 

0000 

OP<'Ofr^-eO>«OX"-.  -tO"-.  fOOt^ONI-O-OONPi 

1  •  • 

0     0     W   M 

r^  ",  c~       U-,  ~2        0  0_X  0_  'T  -   -   "0  r;  0_X_  ui  «  0  X_0_  •*  0_  i-i  ^ 

vi 

«  m  PH  r~ 

0"       «"            «        "i  tC      00  -'  -'  0'       t  "  t  «o            t «  p^o" 

0" 

t 

01 

0 

4^ 

St 

M 

•a 

OJ 

< 
Q 

a 

.t 

rt 

0* 

< 

'S 

ii 

1 

CD 

r.  " 

t,  r 

22 

c 
£ 

— 

c 

2 

? 
2 

c 

3 
1 
2 

1- 
> 

t 

2 

2 

X 

t 

c 
2 

Ic 

c 

r 

c 

> 

c  r 
c 

C 
X 

0: 

X 

r 
X 

c 
1 

s 

£ 

c 

X 

X 

c 

> 

E 
> 

C 

1 
X 

.2 
'c 
'5 

> 

1 

.£ 
'Z 

•7 

la 

c 

> 

D 
> 

■|2 
Is 

c 

0 

2: 

0 

t 
< 

< 

£ 

X 

•c 

PC 

1 

c 

i 

u 
(/} 

::::  oj 

§2 


£0 

a,  a 


Tables  and  Appendices 


•T3 

1 

<U    D    OJ    (D          0) 

lU 

rt  CQ  cd  ^        ^ 

cS 

3  S  p  3       P 

tii 

3 

OS 

o-r:  o  o    .  (J 

.  o     . 

<: 

O    m    O    O    0) 

J 

01    O    0)    (U 

S 
w 

rt  oj  ca   CQ  -*-^  OJ 

^3  ni  +J  -4J 

>'^>>^E>" 

ca  ^   cd  cd 

C^'"   -*->  + 

cQ  rt  oj  ni  ''^  cd 

o  ca  M  1. 

pt,aifefeW(x, 

<;cl,ww 

^aoda'^ 

o  o  o  o  o  c 

■> 

c»  ij^oo  a 

C3.  O    O  C 

3 
3> 

siqi 

JO    a^BQ 

0>  Oi  o>  0\  o  c 

00    C3.00  0< 

D 

^ 

M  JJ 

00 

■   0 

o 

m  ta  i? 

o 

•  ^ 

> 

o 

M'-   o 

■  o 

D          C 

> 

O     0)    Oh 

o' 

n       a 

i 

■* 

•"^ 

r> 

in 

Ul 

+J 

o. 

t 

M                   ^0 

CiS   r! 

t 

c 

) 

00 

00               in 

so 

't- 

3_ 

c^ 

C\                vO 

C8  (U   P- 

- 

•t 

^ 

c  jy 

00  t^oO  o   o   ^ 

t     -i 

>                   O    "■;  Tt-OC 

j^ 

in 

f'/  O>00    -t  0    f 

< 

5                   ^>0    O    H 

c 

O 

"2  "  °  ".  "  '^ 

?                 1  °    ".  " 

T         ■£ 

"1  c  -s 

0    Ov  m"  m'  i-T  0 

0      c 

)"             vi^.  in  <N<: 

0<' 

oo" 

o-TiK 

^0   r^  0    H         T 

1-      c 

>c 

VO 

^il 

•^ 

M 

1- 

" 

4 

B, 

w- 

£ 

lo  t^  i>  m  o  c 

^      u 

n            vo  r-  w  1- 

c 

^            i^ 

y^ 

t/^so  00  N  o  a 

>       " 

-5                KO    C3.  "0  ^ 

1-      " 

^                   M 

p^ 

(-^ 

o_  r-  o_  "0  o_  p- 

f^  t^  rr;  r- 

-     ><: 

►-1 

w 

r— < 

M  r^  rC  o  m"-^ 

-                 rT  r^  hh'  ly 

T         r 

■i              r^ 

n 

C 

irio    f^               r' 

■)               O 

,^ 

-+ 

vC 

M 

»- 

N 

in 

CS 

§ 

" 

ro  rn  M    «    0    r 

■       0. 

-to  <:>  f 

-     «: 

^ 

S5      "^ 

M     «     H     O     OOt 

0              r^\0  O  1^ 

-        OC 

X^ 

^_.  <" 

vo  i/^  O  «  M  ^ 

~     ^c 

(T)  c^    f.-  »/ 

1       c 

^                t 

en  ca  n! 

-O'  Co'  •+  h'         -; 

f     " 

OC 

1             ci  i-T  o" 

^ 

o    ^ 

" 

"5  "  a  N  o  " 

T       c 

rO  'J-O    M 

-a 

^ 

t^O  CO   o   w   -^ 

t     <J 

1              lAi  to  0   f 

c> 

S(OOl 

ps 

0_  PJ_  0_  N         u 

T       ^ 

-                 ro  .*  rr  c^ 

^ 

-ABpung 

m'  m'o" 

C 

•i 

tH 

o 

•d 

ni 

1- 

(/} 

,Q 

^ 

Q 

Al 

.5    • 

-a 

CI 

■d 
c 

OS 

n 

S 

1.2 

1«' 

6 

-d 
c 

n 

cu 

E 
< 

1 
c 
1) 

o 

5    1 

t3 

2 

0 
o 

> 

o 

2 

o 
n 
C 
O 

T3 

w 

O 
C 

cu 

1 

a 

3 
O 

3 

o 
H 

■3 
c 

|8 
2S 

'•5 
c 

"ci 

1 

•43 

cu 

0. 

5 

§ 

Q 

^ 

cu 

3 

•d 

E 

!i: 

m 

0 

4) 

F 

CJ 

3 

^ 

Cfl 

0) 

4-1 

0 

b 
3 

f* 

^ 

0 

Ci 

v^^ 

M 

>>o 

C/ 

C 

CD 

cd 

ca 

■d 

C( 

T) 

■d 

1^ 

a, 

Pi 

cut: 

IH 

ca 

cu 

& 

0 

cu 

OJ 

0^ 

^T1 

^-t 

0 

> 

3 

'0 

cu 

'a 

G 

5 

0 

UJ 

h 

CO 

^ 

cu 

0 

H 

0) 

cu 

>, 

c-d 

.c 

u 

r 

U 

u 

"rt 

X 

-t-' 

•  ii- 

01 

n 

C 

0 

3 

UJ 

h 

0 

j-* 

0/ 

0 

x: 

QJ 

C 

c 

+^13 

4J 

c 
ca 

j: 

c 

+-» 

0 

+j 

'd 

n 

f> 

cU 

E 

>'5 

ta 

cs 

n 

h 

0 

c  ca  c  , 


■  E  .  .' 


Sii nda v-school  Statistics 


67: 


674 


Tables  a}id  Appendices 


rt     - 

t~  W  fO 

M 

0 

M       ' 

-+ 

W~- 

0  00  in  "     . 

^  . 

,^ 

qojnqQ  Sui 

N  : 

C  ^  «  00  ^TO     •OOO'tr^r^O     ■ 
OOOMO     •OO'OOO  -*oo     • 

0     .'O  OC  0 

.  ovo  -.  m   ■    . 

-uiof  sjB[oqos 

<^  : 

N            "      00    ;       fo  «"  w"  in        ; 

sSuijaaj^ 

X      ■ 

0  • 

•        r^om-     ■  0  'T    ■     ■     ■     ■ 

50    •  t-  0  0 

•     -vO   000     .     • 

J3qOB3  j,  -o^ 

aiujX  IJBjj  SJ3 

to   • 

..„■•■*•-«■■«■• 

■     .  «     .     . 

.     H     M        .        .        .        . 

-VO.'iiPPd'ON 

3"i?X  IP>iI  sJa 

c     ■ 

■0.„„       .„f,„,„„       .,/-.  pq       . 

«     ■  «     .  « 

M    w    «      .      -      . 

-l-^OAVPred'ox 

diqsjaquiaj^ 

^  '. 

1--00     •     •     •     -O     •     -i-itr!- 

0     ■  in  m  ro 

■     0       •        •        ■        ■ 

vae  -I 

«  . 

m    .            Tt 

...... 

Abq  uotspaQ 

■    -   0     "J  X     0      •    !S  00    -O      •       •       •       ■ 

Z  '.'^Z'S 

"- 

0  t-  .   . 

auiAjasqo 

"to-       0         .... 

- 

-§ 

^ 

S[Ooqos 

*~*          .... 

^inroniOTj-       woooo^.  r^    • 

s 

c5 

diqsjaqtnaj^ 

00r~"0^    .GMOOMt    • 
N      wr)      '-';       foi-i       o>-'i 

■      •   'O  r^O    ' 

-0     000        .        • 

0  0.  q  w    •    - 

1 

•     ■\. 

3  ■"J-OO  00^O..M««Oi-"     ■ 

^ 

siloH  aipeJO 

!  .'° 

0       lo  «  M  t^    -vo  moo  ■*QOoo    . 

H            MVO            0.-10                  ■*             . 

.     .00  «  t- 

«     0   N     M        •        - 

0 

M                   M 

IS3 

J. A  ISBJ  salBn 

«    • 

3     •     .r^.«     .     .0Oi00"t- 

■    -  fO    .  n 

.     0       ■        .        .        • 

"P^JQ  I^LIUO^NJ 

"              0  •*     • 

^ 

sass^io 

■    • 

5  U-,  "   'O  t^oc     .     .Tj-iooion-    -CO     -O-Ov 

0  OOC  "t    ■    . 

•   • 

5   «   'OOO   -   ^    .     .  100  mot-. 

■t    ■  00  0  0 

< 

lBUUOJ>J 

>         M-t          0--10          Mr^Tl-. 

.     CO    M     W 

0 
^ 

diqsjaquiaj/^ 

M        0      .      .    r^               « 

0 

S3SSBJ3 

N       ■    C 

jwOMWoo    .QOOom    •"     • 

rr    ■  ino  <N 

0.  O'  '^0^    ■    ■ 

0 

JBUUO^ 

"       ■ 

M          fo     •        vo 

s^uaiuUBdaQ 

0      --i 

)    0    «    ^0  0      •HT)-«ON'010 

!  mo  f^.  mn    .oo>Om"-r/5n 

1     .com 

»)     .    re  «    Tj- 

00  m  000     •     . 

0  lesO  t-     .     . 

'^ 

aiuojj 
diqsjaqiuajY 

>H         •     -^ 

t       00   0  re  ^     ■  t^  moo  i-00  00 

*     -vC   "to 

«   «   0   -      ■     • 

0 

\n    .  ► 

H        in  0        0        fOOO        H  t-  re 
«         0                ro               Tt- 

-1        .     Ci             Tt      . 

ts  N  M        ;    ; 

Q 

:?: 

0 
0 

siuauiiJBdaQ 

^  :? 

^r^r-rJ-Ot-     .OvOOt-OTj-  mO      •  sO  vO   in 

0  "t       0    ■  t-00  i-m^Hw        w     .Omco 

0  m  ^  0   .    . 

000  m        .    . 

aiuojj 

"   ""         °     ■    "   w                3  " 

sui,-y  aiBJBdag 

0     -or 

N  in  0  ^  ^    •  0  ^00    •  0  1^    • 

„  vn  "  (N  «    .  000  m    .  00  M     .  \. 

3     • 

>     ■ 

■  0  -  • 

•  0  mo     •     • 

0 

qjiMs.jdaQ 

«     •  f 

"-      NN       o-mo        •««• 

Xjbuiuj 

•  *" 

'-'             •%    ^        • 

fi-i 

SUOtUfl 

Tt     •   u 

1     ■      .0"ri"«OM    t^OO    M    M 

■"••"""   ^ 

m  t  0    •    ■    ■ 

c^ 

Xjbuiu^ 

^ 

in  fO  C 

^-mO^-OvCOOOOOmC 

)  0  m  m  -  0 

t-  "to  m    .    • 

JB3^  ^SBJ 

00       c 

00      ooocoo       0  r^  e<  '• 

lot-      CO  "■ 

2: 

0 

ppH  suoij 

-USAUOQ 

I-."           wi 

i-i 

■paziavSiQ 

t^    -  »- 

■►Jr-5     .0      .NO'O     -rc^t     ■   r 

•    ce     ■    N    « 

.    .  ro    ■    •    . 

< 

s^UD 

Z 

g3i;uno3 

.      .,c 

.M     •    .    -m-oomON     •- 

Z"  : "  : 

•  t-  -t    •    .    • 

K 

< 

jauuBg 

0^ 

paziUBSjo 

"too 

.  0  M  H  M  "t  r-00  00  t-  N  m  c 

>  .*o  t-  "t  « 

.*t~mTj-    -    • 

H 

n 

00   w  t' 

.    -mn      ^OfO<«)00P^M^OMN^ 

00    N           MM 

ssijunoQ 

sauunog 

>or-  0 

inO"-<r>-t~"00>O'Ot~N-~ 

^O    -t  t-  Tf  0 

t-  m  -  fe    •     • 

«    N    C 

w  M  «  «  0  0  TfX  w  ^0  "  "J-  I 

1  0  ^  «    "    0 

jo-ojvi 

to 

:w 

H 

a 

< 

■.<Ci    ■ 

a 

.51 

< 

'■ 

H 

s 

•j:  J3-5 

<w  ^0  5;; 

0  ^ci^'sx 

i 

0  CJ 

y^'^.E  '.s 

p 

5  rt  i 
1  c  - 

i^^t^lis^lig^f 

5  f- 

•5  BJ'S 

£      -  -  «  0. 

1 

1 

S^^ 

:^gg 

2 

Z2 

0 

0 

^^ 

5 

> 

>; 

g^? 

SfS 

«J3 

Sunday-school  Statistics 


675 


0 

0      •     ■  X  0 

w    .   .  0  >A 

to  >nO     ■ 
fO  0  r^    • 

roo    «      . 

""  0      : 

r^ 

to 

in      .     .     .  mo  0   0   -•  "1 

fO 

•0 
0 

X 

'I- 

" 

;;;;";;;;; 

" 

00 

•      •    N    «    w    r^  «      •    « 

0 

0. 

0 

0 

0 

q 

0      •     •   0.    •  r^  0   ^    ■  0 

vO 

0 

•  ■     •  CO  0  <n    •  -.     ■  N 

•  •    •  0  0.  ■*    ■  0    -O 
■     •  f*^X   -*    •  f^    •  t^ 

0 

to 

X 

■«■ 
0 

•  •      •  0    N    m     -CO     ■    r<5 

•  •      -O    ■^O      .    „      .   t<5 

t^ 

0 

•       •      ■    •*»    "    •*  0      •    0 

...       Ti-  r~      «    .  M 

j? 

to 

00 
00 

0" 

.     ■    •  t^  0  N  "-.  0  0  •* 
.     .    .  «  0  f^  N  0  «  f^ 
■     ■     ■  Tt  inx  ■*  "        " 

X 

0 

;N; 

0 
0. 

■ 

0 

■     ■  m  N  00  0     •  M  0 

■* 

0 
0 

-0 

00 

0     -ONOt-oo.    -O" 

•  «  q  >q  0.  0  t^    -4 

:    ft  «  «  a     :  ~" 

q 
0 

0  .  .  • 
.^  .  .  . 

0 

X 
to 

0 

0. 

00 

§ 

«         in  Tf  IN  t^    •  IS     ■   0 

0 

"5 

0 

It 
0 

1^ 

m        -   -  0  0     •  0.    •   0. 

w       .    1-1    0>  m  0       .    f       .10 

to 
X 

CO 
00 

X 

X 

■  .•'^"'^'^"-  r 

to 

0 

"> 

•^     .  m  0  X   IS   0   l^    •  «^- 

-.    t^  IS    0    IS       ■    'Ti 

0 

X 

q 

0 

■      ■    't     ■       .    «    0       •      ■    1^ 

X 

:  :  :  : 

Ov 

0 

•      .    C^     .00    fO  1*  CO     .    IS 

to 

0 

0 

0 
Oi 

.    .  fo  r*  to  «  o»  fO    •  u". 

■* 

to 
w 
0 

0 
"t 

X        1 

•      •      •    0    >«  IS    .+  ro     ■    >« 
••-.'..-MX           •  vO 

...                        .« 

o- 

:  :  :  :  1   : 

a 
■n 
0 
to 

0 

1 

2 

CO 

•0 

u 

'S 

.C 

e2 

<d  :  -.2 

^< 
SO 

^^ 

wo 

0 

c   • 

a  : 

<  . 
J  ■ 

w-g  . 
fccoO 

) 

c 
a 

•2, 

^  ;  .  : 

*t-    !    '    ! 

-^  .  :  . 
^  :  :  : 
"S  :  -g 

"3 

0 

.>r    c 


>    .2 


li 

U    El] 


3^"   '>.^ 

«)  =*  C       in 

8t§.2  2 

m  ^^  txjC  0 

b  D  S  1  n 

.i2"t;  c.2'3 
5      §  «> 


*^    ..S  o  o  c 

.^  SmmoJ 


-.S    IS 


to  't  , 


v 


676 


Tables  and  Appendices 


SUNDAY-SCHOOL  STATISTICS  OF  ALL  NATIONS 

The  following  statistics  were  compiled  for  the  Centen- 
nial of  the  Sunday-school  Union  of  London,  1903.  They 
were  revised  for  the  World's  Sunday-school  Convention, 
held  at  Jerusalem,  in  1904.  The  statistics  from  North 
America  are  revised  to  date. 


Sunday- 
schools. 


Teachers. 


Scholars. 


Total. 


EUROPE. 
Great  Britain  and  Ireland 

Austro-Hungary 

Belgium 


Bulgaria 

Denmark 

Finland    

France 

Germany 

Greece    

Holland 

Italy 

Norway    

Portugal    

Russia    

Spain   

Sweden 

Switzerland 

Turkey  in  Europe 


ASIA. 
India,  including  Ceylon 

Persia 

Siam 

China 

Japan  

Turkey  in  Asia   

AFRICA    


NORTH  AMERICA. 

United  States 

Canada  

Newfoundland  and  Labrador 

West  Indies 

Central  America 

Me.xico      

SOUTH  AMERICA    


OCEANICA. 

Australasia    

Fiji  Islands 

Hawaiian  Islands  .  . . 
Other  islands 


Total,  WORLD    262,131 


53,590 

239 

83 

35 

990 

7,611 

i,47S 

7,742 

4 

2,020 

261 

1,000 

18 

83 

90 

6,000 

1,762 

2>o 


8,719 

107 

16 

105 

1,074 
516 

4,246 


140,519 
10,750 
353 
2,306 
231 
434 
350 


7,458 

1,474 

230 

210 


674,123 

643 

403 

140 

4,610 

I  2,928 

3,876 

39,872 

7 

5,092 

823 

3,600 

70 

78s 

18 

20,300 

7,490 

170 


14,952 

440 

64 

i,0S3 
7,505 
4,250 
8,455 


1,451,855 

85,632 

2,374 

10,769 

577 

1 ,266 

3,000 


54,670 

2,700 

1,413 

800 


,426,888 


7,300,340 

10,572 

4,616 

1,576 

72,800 

165,140 

6 1 ,  200 

826,341 

180 

206,000 

I  2,160 

75,000 

1,419 

15,679 

5,419 

300,000 

122,567 

1,420 


333,776 

4,876 

809 

5,264 

44,035 

25,833 

161,394 


11,329,253 

684,23s 

22,766 

111,335 

5,741 

13,797 

150,000 


595,031 
42,909 
15,840 
10,000 


7,974,463 

11,215 

5,019 

1,716 

77,410 

178,068 

65,076 

866,213 

187 

21 1,092 

12,983 

78,600 

1,489 

16,464 

5, 600 

320,300 

130,057 

1. 590 


348,728 

5, 316 

873 

6,317 

51,540 

30,083 

169,849 


13,209,114 

790,566 

25,140 

I  22,104 

6,318 

15,063 

153,000 


649,701 
45.609 
17.253 
10,800 


25,614,916 


The  Official  Program  677. 

The  Official  Program 

[As  adopted  by  the  Executive  Committee] 

FIRST  SESSION 

Friday  Afternoon,  June  23 

Metropolitan  Church 

Rev.  B.  n.  Tvi.ER,  D.D.,  Denver,  Col.,  President  of  the  Tenth  Internationil 

Convention,  pri-sitlinK. 
Preliminary  Announcements  by  the  Presiding  Officer  and  by  the  Chairman 

of  the  International  Executive  Committee. 
Preparation  Service,  conducted  by  Rev.  Floyd  W.  Tomkins,  D.D.,  Rector 

of  the  Holy  Trinity  Church,  Philadelphia,  Pa. 

SECOND  SESSION 

Friday  Evening,  June  23 

Twin  Meeting,  Massey  Hall 

Praise  Service,  conducted  by  Prof.  F.  H.  Jacobs,  New  York,  assisted  by  a 

chi>rvis  lit  300  voices. 
Bible  Reading.     Rev.  W.  G.  W.^llace,  D.D.,  Toronto. 
Prayer.     Rev.  F.  H.  Perry,  D.D.,  Toronto. 
Hon.  Mr.  Justice  Maclare.v,  D.C.L.,  LL.D.,  Chairman  of  the  Toronto  local 

committee,  will  present  for  the 
Addresses  of  Welcome  — 

His  Honor  William  Mortimer  Clark,  K.C,  LL.D.,  Lieutenant- 
Governor  of  Ontario;  His  Worship  Thomas  Urquhart,  Mayor  of 
Toronto. 

Responses  to  the  Addresses  of  Welcome 

Rev.  Alan  Hudson-,  Pastor  First  Congregational  Church,  Brockton, 
Mass.;     Rev.  Carey  Bonner,  London,  England,  General  Secretary  of 
the  British  Sunday-School  Union. 
Address  — •  "  A  Forward  Look  for  the  Sunday-school." 

Bishop  John  H.  Vincent,  D.D..  LL.D.,  Indianapolis,  Ind. 

Twin  Meeting,  Metropolitan  Church 
Organ  recital,  F.  H.  Torrington,  Mus.  Doc,  Toronto. 

Mr.  E.  R.  Machum,  St.  John,  N.  B.,  Vice-President  of  the  Tenth 
International  Convention,  presiding. 
Praise  service,  conducted  by  Dr.  F.  H.  Torrington,  assisted  by  the  Metro- 
politan Choir,  100  voices. 
Bible  Reading.     Rev.  T.  B.  Hyde,  Toronto. 
Prayer.     Rev.  W.  Sparling,  D.D.,  Toronto. 
Rev.  W.  Friezell,  Ph.B.,  Vice-Chairman  of  the  Toronto  local  committee, 

will  present  for  the 
Addresses  of  Welcome  — 

Hon.  J.  W.  St.  John,  M.P.P.,  Speaker  of  the  Legislative  Assembly  of 
Ontario;  Rev.  Canon  H.  J.  Cody,  D.D.,  Rector  St.  Paul's  Church, 
Toronta 


678  Tables  and  Appendices 

Responses  to  the  Addresses  of  Welcome  — • 

Mr.   E.   K.   Warren,  Three  Oaks,   Mich.,   President  of  the  World's 
Fourth    Sunday-school    Convention,    Jerusalem,    1904;     Rev.    H.    H. 
Bell,  D.D.,  Pastor  First  United  Presbyterian  Church,  San  Francisco, 
Cal. 
Address  —  "  The  Relation  of  the  Sunday-school  to  the  University." 

Rev.  D.  B.  PuRiNTON,  D.D.,  Morgantown,  W.  Va.,  President  of  the 
University  of  West  Virginia. 
Music.     Anthem  by  the  Choir. 
Address  —  "  Individuality  and  Heredity  in  the  Sunday-school." 

Rev.  Wm.  H.  Roberts,  D.D.,  LL.D.,  Philadelphia,  Pa.,  Stated  Clerk 
and  Treasurer  of  the  General  Assembly  of  the  Presbyterian  Church  in 
the  United  States. 

THIRD    SESSION 
Saturday  Morning,  June  24 
Metropolitan  Church 
Praise  and  Prayer  Service. 

Prof.    I.    Garland    Penn,    Atlanta,    Ga. 
Rev.    Sheldon   Jackson,  LL.D.,  Alaska. 
"  The  Story  of  the  Triennium,  and  a  Vision  of  the  Future." 

"  The  Home  Department."  W.  A.  Duncan,  Ph.D.,  Syracuse,  N.  Y., 
Chairman   International   Home    Department   Committee. 

"  Work  among  the  Negroes."  Dr.  James  E.  Shepard,  Field  Worker, 
Durham,  N.  C. 

"  The  International  Committee."  Mr.  W.  N.  Hartshorn,  Chairman, 
Boston,  Mass. 

"  The  International  Field."  Mr.  Marion  Lawrance,  General 
Secretary,  Toledo,  Ohio. 

"  The  Primary  and  Junior  Departments."  Mrs.  J.  Woodbridge 
Barnes,  Secretary,  Newark,  N.  J. 

"  Our  Neighbor,  Mexico."  Mrs.  Mary  Foster  Bryner,  Field 
Worker,  Peoria,  111. 

"  The  Department  of  Teacher-Training."  Mr.  W.  C.  Pearce, 
Secretary,  Chicago,  111. 

"  The  International  Lesson  Committee."     Rev.  A.  F.  Schauffler, 
D.D.,  Secretary.  New  York. 
Report  of  the  Committee  on  Nominations. 
The  Quiet  Half  Hour,  conducted  by  Dr.  Tomkins. 

FOURTH  SESSION 

Saturday  Afternoon,  June  24 

Conferences 

Metropolitan  Church 
Pastors'  Conference. 

Rev.  Dewitt  M.  Benham,  Baltimore,  Md.,  presiding. 
Rev.  \.  F.  Schauffler,  D.D,,  New  York,  leader. 
Superintendents'  Conference. 

Mr.  George  W.  Watts,  Durham,  N.  C.,. presiding. 
Mr.  Marion  Lawrance,  Toledo,  Ohio,  leader. 


The  Official  Program  679 

Ten-Minute  Talks. 

"  The  Adult  Department:  Its  place,  ptirpose,  problems  and  possi- 
bilities." Mr.  P.  H.  Bristow,  Superintendent  Calvary  Baptist  Sunday- 
school,  Washington,  D.  C. 

"  The  Program:  What  to  put  in,  what  to  leave  out,  the  value  of 
variety."  Mr.  Willi.\m  Johnson,  Superintendent  Bridge  Street  M.  E. 
Sunday-school,  Belleville,  Ontario. 

"  Building  up  a  City  School:  conditions,  methods,  results."  Mr. 
E.  C.  Knapp,  Superintendent  Fourth  Congregational  Sunday-school, 
Hartford,  Conn. 

Bond   Street  Congregational  Church 

Primary  Department  Conference. 

Mr.  W.  J.  Se-MELroth,  Winona  Lake,  Ind.,  presiding. 

Mrs.  J.  WooDBRlDOE  Barnes,  Newark,  N.  J.,  leader. 
Devotional  Service.     Mr.  A.  H.  Mills,  Decatur,  111. 
Address  —  "  The  Cooperation  between  Home  and  School." 

Mrs.  James   L.   Hughes,   Toronto,   President   of  the   International 
Kindergarten  Union. 
Address  —  "  The  Age  of  Spiritual  Awakening." 

Prof.  A.  B.  Van  Ormer,  Gettysburg  College,  Norwood,  Pa. 

[This  topic  is  the  result  of  Professor  Van  Ormer's  investigation, 
made  expressly  for  the  International  Primary  Department.] 

Jarvis  Street  Baptist  Church 

The  Home  Department. 

Mr.  W.  W.  Hall,  New  York,  presiding. 

Mrs.  Flora  V.  Stebbins,  Fitchburg.  Mass.,  leader. 

"The  Home  Department  Defined  —  Its  Scope."  Discussion.  Mr. 
C.   D.  Meigs,   Dallas,  Tex. 

"  Superintendents  and  Visitors  "  —  (a)  Their  Qualificatior^ ;  (b)  Their 
Duties  and  Privileges;  (c)  How  Best  Secured.  Mrs.  Phoebe  Curtiss,' 
Painesville.  Ohio. 

"Auxiliary  Workers  "  —  (a)  Secretaries  and  Treasurer;  (b)  Substitute 
Visitors;  (c)  Sunshine  Bands;  (d)  Messenger  Ser\-ice.  Mrs.  J.  R. 
Simmons,  Hammondsport,  N.  Y. 

"  The  Messenger  Department."  Rev.  E.  W.  Halpennv,  Indianap- 
olis, Ind. 

"  How  to  Increase  the  Membership  in  the  Department."  Mr.  E.  C. 
Knapp,  Hartford,  Conn. 

"  How  to  Increase  Interest  in  the  Department." 

(a)  In  the  Township  and  District.  Rev.  T.  C.  Gebauer,  Henderson, 
Ky. 

(b)  In  the  County.     Mr.  C.  E.  Hauck,  Chicago,  111. 

(c)  In  the  State.     Mr.  W.  G.  Landes,  Philadelphia,  Pa. 

(d)  Throughout  North  America.  Rev.  J.  A.  Worden,  D.D..  LL.D., 
Philadelphia,  Pa. 

Cooke's  Church 
Temperance  Conference. 

Rev.  John  Potts.  D.D.,  presiding. 

Mrs.  Zii.LAH  Foster  Stevens,  St.  Louis,  Mo.,  leader. 


68o  Tables  and.  Appendices 

Subject:   "  Temperance   Work  in  the  Twentieth  Century  Sunday-school." 

"  Why  must  the  Twentieth  Century  Church  do  Definite  Temperance 
Work?  "  Written  answers  by  Rev.  Charles  Blanchard,  President 
of  Wheaton  College,  Wheaton,  111.;  Bishop  W.  F.  McDowell,  Chicago, 
111. 

"  Definite  Temperance  Work  in  the  Sunday-school."  Written 
answer  by  Mr.  Robert  E.  Speer. 

"  Temperance  Teaching  in  Primary  Classes."  Mrs.  Wilbur  F. 
Crafts,  Washington,  D.  C. 

"  A  Profitable  Temperance  Lesson."  Rev.  F.  N.  Peloubet,  D.D., 
Aubumdale,  Mass.;  Mr.  Amos  R.  Wells,  Boston,  Mass;  Rev.  Wilbur 
F.  Crafts,  Washington,  D.  C. 

"  Laying  Foundations  in  Temperance  Work."  Mrs.  Mary  Foster 
Bryner,  Peoria,  111. 

"  The  Temperance  Teacher's  Ally  —  the  Editor."  Mr.  David  C. 
Cook,  Chicago,  111. 

Cooperation  of  Forces  in  Sunday-school  Work."  Rev.  John 
Potts,  D.D.,  Toronto,  Ontario. 

"  A  More  Excellent  Way  in  Temperance  Work."  Mr.  Charles 
Gallaudet  Trumbull,  Philadelphia,  Pa. 

"  The  Average  Teacher  and  the  Quarterly  Temperance  Lesson." 
Mrs.  Zillah  Foster  Stevens,  Peoria,  111. 

"  A  Whole  School  Pledged  to  Temperance."  Mr.  William  Johnson', 
Belleville,  Ontario. 

"  The  Part  of  the  Pastor  in  Sunday-school  Temperance  Work." 
Written  answer  by  Rev.  Charles  M.  Sheldon,  Topeka,  Kan. 

"  One  Way  to  Improve  Sunday-school  Work."  Mr.  W.  C.  Lilley, 
Pittsburg,  Pa. 

Knox  Church  Schoolroom 

Chinese  Mission  School  Conference. 

Rev.  R.  P.  Mackay,  D.D.,  Secretary  Foreign  Missionary  Committee 
of  the  Presbyterian  Church  in  Canada,  in  charge. 

"  Review  of  the  Work."     Dr.  J.  C.  Thompson,  Montreal. 

"  Aim  and  Organization."     Mr.  Geo.  Ewing,  Toronto. 

"  Methods."     Mrs.  E.  D.  Hall,  Toronto. 

"  Helps  and  Hindrances."     Rev.  Dr.  Speer,  Toronto. 

"  Problems  and  Possibilities."     Rev.  A.  B.  Winchester,  Toronto. 

"  Results."     Mr.  T.  Hu.mphries,  Toronto. 

CONCURRENT  MASS  MEETINGS  OF  CHILDREN 
Saturday,  June  24,  3  p.m. 

Five  Mass  Meetings  of  Sunday-school  children  will  be  held  in  Massey 
Hall,  and  in  the  following  churches:  Dunn  Avenue,  Presbyterian, 
Parkdale;  Walmer  Road,  Baptist;  St.  Paul's,  Church  of  England, 
Bloor  Street  East;  and  Woodgreen,  Methodist,  Queen  Street  East. 

The  order  of  services  will  be  the  same  in  each  of  the  places,  and  will 
include  a  musical  program  of  well-known  hymns,  and  selections  by 
the  orchestra.  One  of  the  features  of  the  afternoon  will  be  the  presenta- 
tion of  a  souvenir  from  Palestine  to  each  child  in  attendance  at  the 
meetings.  The  places  of  meeting  with  the  chairman  and  speakers  will 
be  as  follows' 


The  Ofjicii.ll  Program  68 1 

Massey  HaU.      Hon.  J.  P.  Whitn-ey,  Premier  of  Ontario,  presiding.     Mrs. 

Mary  Foster  Bryner,  Peoria,  111.,  and  Rev.  Johx  C.  C.\rman-,  Denver, 

Col.,  speakers. 
Dunn  Avenue  Presbyterian  Church.     Judge  John  Wi.nchester,  presiding. 

Rev.    Archibald    Forder,    Jerusalem,    Palestine,    and    Rev.    Joseph 

Clark.  D.D..  Columbus,  Ohio,  speakers. 
Wahner  Road  Baptist  Church.     His  Worship  Mayor  Tho.mas  Urquhart, 

presiding.     Mr.  Fra.vk  L.  Brown,  Brooklyn,  X.  Y.,  and  Rev.  Archi- 
bald Forder,  Jerusalem,  Palestine,  speakers. 
St.  Paul's,    Church   of    England.     Rev.    Dr.    Albert    Carman-,    presiding. 

Bishop  John  H.  Vincent,  D.D.,  LL.D.,  Indianapolis,  Ind.,  and  Rev. 

Carey  Bonner,  London,  England,  speakers. 
Woodgreen  Methodist   Church.     Mr.   A.    E.   Kemp,   M.P.,   presiding.     Mr. 

H.  J.  Hein-z,  Pittsburg,  Pa.,  and  Prof.  H.  M.  H.\.mill,  D.D.,  Nashville, 

Tenn.,  speakers. 

FIFTH  SESSION 
Saturday  Evening,  June  24 

Massey  Hall 
Praise  and  Prayer  Service. 

Mr.  W.  G.  Breg,  Dallas,  Texas. 
Rev.  C.  L.  Mears,  Reno,  Nev. 
Address  —  "  The  Sunday-school  as  an  Evangelistic  Force." 

Prof.  Frank  K.  Sanders,  Ph.D.,  New  Haven,  Conn.,  Dean  of  Yale 
Di\Tnity  School,   and   Secretary -elect  of  the  Congregational   Sunday-  ' 
school  and  Publishing  Society. 
Address  —  "  Historic  View  of  the  Sunday-school." 

Rev.   George   W.   Richards,    D.D.,   Lancaster,    Pa.,    Professor   of 
Church  History,  Franklin  and  Marshall  Seminary. 
Address  —  "  The  Sunday-school  as  an  Educational  Force." 

Prof.  H.  M.  Hamill,  D.D.,  Nashville,  Tenn.,  Superintendent  of 
Teacher  Training,  M.  E.  Church,  South. 

SIXTH  SESSION 
Sunday  Morning,  June  25 
MetropoUtan  Church 
Service  of  Prayer  and  Fellowship,  conducted  by  Dr.  Tomkins. 

Visiting  clergymen  and  secretaries  will  occupy  pulpits  in  the  city  at 
the  morning  sen-ices,  as  arranged.  The  theme  will  be:  "  Winning  a 
Generation." 

Sunday  Afternoon 
The  Sunday-school  Sessions 
Delegates  and  others  will  attend  the  sessions  of  the  Sunday-schools  of 
the  city  and  participate  in  the  services  in  accordance  with  the  local 
arrangements. 
Gospel  Temperance  Mass  Meeting  in  Massey  Hall,  under  the  auspices  of  the 
Canadian   Temperance    League,    Toronto.     Speakers,    Rev.    M.    C.    B. 
Maso.n,  D.D.,  Cincinnati,  and  Rev.  Ernest  Bourner  Alle.n,  Toledo, 
Ohio.     Music  under  the  direction  of  Professor  Jacobs  and   Mr.  H.  M. 
Fletcher  assisted  by  the  Convention  Choir. 


682  Tables  and  Appendices 

Sunday  Evening 
•  Visiting  clergymen  and  secretaries  will  occupy  pulpits  in  the  city   at 
the  evening  service,  as  arranged. 

SEVENTH  SESSION 
Monday  Morning,  June  26 

Metropolitan  Church 
Praise  and  Prayer  Service. 

Mr.  Seward  V.  Coffin,  Middletown,  Conn. 
Rev.  H.  S.  Tr.\lle,  Kansas  City,  Mo. 
Consideration  of  the  Report  of  the  Lesson  Committee. 

Rev.  J.  T.  McF.\RL.\ND.  D.D.,  Xew  Yurk.  Corresponding  Secretary 
of  the  Sunday-school  Union  of  the  M.  E.  Church,  and  Editor  of  Sunday- 
school  publications,  and  Rev.  I.  J.  V.\n  Ness.    D.D.,   Nashville,  Tenn., 
Editor  Southern  Baptist  Sunday-school  PubHcations. 
Further  consideration  of  the  Report. 
Summing  up,  by  Dr.  Potts. 
Report  of  the  Nominating  Committee. 
Address  —  "  Teacher  Training." 

Principal  Robert  A.  Falconer,  Litt.  D.,  LL.D.,  President  Presby- 
terian Theological  College,  Halifax,  N.   S.,  and  Convener  of  Teacher- 
training  Classes. 
Address — "The  International  Bible  Reading  Association." 

Rev.  Carey  Bonner,  London,  England,  General  Secretary  of  the- 
British  Sunday-School  Union. 
Address  —  "  The  Army  of  the  Future;  After  Enlistment,  What?  " 

Rev.  Ernest  Bourner  Allen,  Pastor  Washington  Street  Congre- 
gational Church,  Toledo,  Ohio. 
The  Quiet  Half  Hour. 

EIGHTH  SESSION 

Monday  Afternoon,  June  26 

MetropoUtan  Church 
Prayer  and  Praise  Service. 

Rev.  C.  H.  Heustiss,  Edmonton,  Alberta. 
Mr.  George  G.  Wallace,  Omaha,  Neb. 
Report  of  the  Committee  on  the  Executive  Committee's  Report,  followed  by 

its  consideration. 
Report  of  the  Treasurer,  Dr.  George  W.  Bailev,  Philadelphia,  Pa. 
Addresses  —  "  Toronto,  1881-1905.     A  Retrospect  and  a  Prospect." 

Gen.   B.  W.  Greek,   Little  Rock,  Ark.;  Rev.  Joh.v  Potts,   D.D., 
-Toronto;  Rev.  M.  C.  B.  Mason,  D.D.,  Cincinnati,  Ohio,  Corresponding 
Secretary   of   the   Freedmen's   Aid   and   Southern    Education   Society, 
M.  E.  Church,  and  Prof.  H.  M.  Hamill,  D.D.,  Nashville,  Tenn. 
Address  —  "  The  Future.     Our  Needs  and  How  to  Meet  Them." 
Mr.  Marion  L.\wr.\nce,  Toledo,  Ohio,  General  Secretary. 

NINTH  SESSION 
Monday  Evening,  June  26 
Twin  Meeting,  Massey  Hall 
Praise  and  Ih-ayer  Service. 

Mr.  J.  F.  Dr.\ke,  Pasadena,  Cal. 

Rev.  Wallace  Nutting,  D.D.,  Providence,  R.  I. 


The  Official  Program  683 

Address  —  "  Reverence  in  the  Sunday-school." 

Rev.  Elson  I.  Rexford,  M.A.,  LL.D.,  Principal  Diocesan  TheologicaV 
College,  Montreal,  Quebec. 
Address  —  "  The  Relation  of  the  Sunday-school  to  the  Public  School." 

A.    R.   T.WLOR,    Ph.D.,    Decatur,    111.,    President    James    Millikin 
University. 
Address  —  "  The  Relation  of  the  Religious  and  Secular  Press  to  the  Sunday- 
school."  ^^^ss"         S 

Rev.  Levi  Gilbert,   D.D.,    Cincinnati,  Ohio,   Editor   The  Wi-stcni 
Christian  Advocate. 

Twin  Meeting,  Metropolitan  Church 
Organ  Recital,  Dr.  Torrin-qtox. 
Praise  and  Prayer  Service. 

Rev.  E.  L.  M.^RSH,  Waterville,  Me. 
Hon.  No.\H  Sh.\kespe.\re,  Victoria,  B.  C. 
Address  —  "  The  Old  Guard." 

Rev.  Henry  C.  McCook,  D  D.,  Sc.D.,  LL.D.,  Philadelphia,  Pa. 
Address  —  "  The  Relation  of  the  Sunday-school  to  the  Art  of  Teaching." 

Rev.  W.M.  Douglas  Mackenzie,   D.D.,   President  Hartford,  Conn., 
Theological    Seminary,   and    President    Hartford    School    of    Relig^ious 
Pedagogy. 
Address  — ■  "  The  Kingdom  in  the  Cradle." 

Rev.  J,\MES  Atkin's,  D.D.,  Nashville,  Tenn.,  Editor  Sunday-school 
Publications,  M.  E.  Church,  South. 

TENTH  SESSION 
Tuesday  Morning,  June  27 
Metropolitan  Church 
Praise  and  Prayer  Service. 

Rev.  A.  D.  Archibald,  Summerside,  P.  E.  I. 
Hon.  E.  R.  Burkholder,   McPherson,  Kan. 
Address  —  "  Adult  Classes  and  Work  for  Men." 

Mr.  Marshall  A.  Hudson,  Syracuse,  X.  Y.,  President  of  the  Baraca 
Union  of  America. 
Conference  on  Adult  Classes  and  Work  for  Men. 

Conducted  by  Mr.  McKenzie  Cleland,  Chicago,  111. 
Address  —  "  The  Sunday-school  and  the  Minister's  Training." 

Rev.   George   B.    Stewart,    D.D.,    President   Auburn   Theological 
Seminary.  Auburn,  N.  Y. 
Business,  including  the  work  of  the   International  Association,   among  the 
negroes,  in  the  west,  and  in  Japan. 

Selection  of  the  place  for  the  Twelfth  International  Convention. 

ELEVENTH  SESSION 
Tuesday  Afternoon,  June  27 
Metropolitan  Church 
Praise  and  Prayer  Service. 

Mr.  James  Lynch,  Seattle,  Wash. 

Rev.  E.  S.  Lewis,  D.D.,  Columbus,  Ohio. 


684  Tables  and  Appendices 

Address  —  "  The  Relation  of  the  Teacher  to  the  Course  of  Study  in  the 
Sunday-school."  ^ 

Prof.  Martin  G.   Brumbaugh,   Ph.D.,   University  of  Pennsylvania, 
Philadelphia,  Pa. 
Address  —  "  The  Place  and  Power  of  Memorized  Scripture." 

Rev.  W.  H.  Geistwkit,  D.D.,  Chicago,  111.,  Editor  of  Service. 
Quiet  Half  Hour.     Dr.  Tomkins. 
Address  — "  Supplemental  and  Graded  Lessons."     Followed  by  a  conference. 

Rev.  Jesse  L.  Hurlbut,  D.D.,  South  Orange,  N.  J. 
Business. 

TWELFTH  SESSION 

Tuesday  Evening,  June  27 

Twin  Missionary  Mass  Meeting,  Massey  Hall 

Praise  and  Prayer  Service. 

Rev.  HiRA.M  Hull,  Rat  Portage,  Manitoba. 
Mr.  T.  S.  Sims,  St.  John,  New  Brunswick. 
Address  —  "  The  Duty  of  Young  America  to  Young  Japan." 

Rev.  James  A.  B.  Scherer,  D.D.,  LL.D.,  Newberry,  S.  C,  President 
Newberry  College. 
Address  —  "  The  Sunday-school  and  the  Church  as  a  Solution  of  the  Negro 
Problem." 

Rev.   D.   Webster   Davis,   Richmond,  Va.,   Pastor  Second   Baptist 
Church. 
Address  —  "  The  Relation  of  the  Sunday-school  to  the  Third  Deliverance 
of  Ishmael." 

Rev.  Archibald   Forder,  Jerusalem,   Palestine,   Missionary  among 
the  Arabs. 
Address  —  "  The  Sunday-school  and  Home  Missions." 

Rev.   W.   G.    Puddefoot,    D.D.,    South   Framingham,    Mass.,    Field 
Secretary,  Congregational  Home  Missionary  Society. 

Twin  Missionary  Mass  Meeting,  Metropolitan  Church 
Organ  recital.  Dr.  Torrington. 
Praise  and  Prayer  Service. 

Mr.  Chas.  p.  Avre,  St.  John's,  Newfoundland. 
Rev.  Chas.  R.  Hemphill,  D.D.,  Louisville,  Ky. 
Address.     Rev.  E.  E.  Chivers,  D.D.,  New  York,  Field  Secretary,  Baptist 

Home  Missionary  Society. 
Address.     Rev.  Chauncey  Murch,  Missionary,  Luxor,  Egypt. 
Address.     Mr.  Robert  E.  Speer,  Associate  Secretary,  Presbyterian  Board 
of  Foreign  Missions,   New  York. 


Ofjicial  List  of  Delegates 


685 


Official  List  of  Delegates 


ALABAMA 

Dr.  Minerva  Baird,  Montgomery. 

Rev.  George  W.  Bouldin,  Holly- 
wood. 

Mr.  Joseph  Carthel,  Montgomery. 

Miss  Emma  M.  Chambers,  Gaston- 
burg. 

Miss  Minnie  E.  Chambers,  Gaston- 
burg. 

Mrs.  B.  E.  DeVan,  Kimbrough. 

Mrs.  H.  A.  Dansby,  Selma. 

Miss  AUeene  Dansby,  Selma. 

Miss  Kate  Edmonds,  York. 

Mr.  Jerome  T.  Fuller,  Centerville. 

Mr.  \V.  C.  Fuller,  Centerville. 

Mr.  R.  B.  Gaston,  Gastonburg 

Miss  Hattie  Gaston,  Gastonburg. 

Miss  Mary  Hope.  Sunny  South. 

Mr.  and  Mrs.  J.  R.  Kelly,  Montgom- 
ery'. 

Mr.  Lawrence  Kelly,  Montgomery. 

Miss  Minnie  Kennedy,  Opelika. 

Miss  Gussie  C.  Lee,  Bav  Minette. 

Rev.  R.  D.  Lees,  Huntsville. 

Mr.   Leon  C.   Palmer,  Montgomerv. 

Rev.  G.  W.  Patterson,  D.D.,  Mont- 
gomery. 

Mr.  W.  E.  Pettus,  Huntsville. 

Miss  M.  Ezra  Robbins,  Lower  Peach- 
tree. 

Miss  Lula  Scott,  Auburn. 

Dr.  J.  F.  Tumey,  Hartsell. 

Mrs.  S.  A.  Tyson,  Montgomery. 

Mr.  and  Mrs.  J.  E.  Wilkinson,  Selma. 

Mr.  and  Mrs.  A.  T.  Wilkinson,  Gas- 
tonburg. 

Miss  Florence  Williamson,  Cowikee. 

Mr.  Lamar  Williamson,  Lower 
Peachtree. 

ALASKA 

Rev.  Sheldon  Jackson,  D.D..  LL.D., 
Washington,  D.  C. 


ASSINIBOLA 

Mr.  W.  R.  Su'ht-rlanrl.  Vnrkton. 

ALBERTA 

Mr.  H.  W.  B.  Douglas.  Edmonton. 
Rev.  Allan  C.  Farrell,  Red  Deer. 
Rev.  Charles  H.  Huestis,  M.A.,  Ed- 
monton. 
Rev.  Edward  Michener,  Red  Deer. 
Simima  Cameron,  Olds. 

ARIZONA 

Mr.  and  Mrs.  Lloyd  Christy,  Phrenix. 
Mr.  Walter  Hill,  Prescott. 


ARKANSAS 

Rev.  and  Mrs.  W.  F.  Andrews,  Little 

Rock. 
Miss  Eloisc  Angell,  Pine  Bluff. 
Miss  Joe  Angell,  Pine  Bluff. 
Mi^s  Elise  E.  E.  Avery.  Hot  Springs. 
Mrs.  W.  B.  Ayars,  Malvern. 
Mrs.  L.  H.  Belser,  Camden. 
Mr.  H.  A.  Butler,  Malvern. 
Mr.  and  Mrs.  C.  C.  Carroll,  Grossett. 
Miss  Marguerite   Carroll,  Grossett. 
Gen.  B.  W.  Green,  Little  Rock. 
Mr.  John  T.  Greenfield,  Little  Rock. 
Mr.  J.   R.  Gregson,  Jonesboro. 
Mr.  A.  O.  Groves,  Hope. 
Rev.  and  Mrs.  W.  Fred  Long,  Little 

Rock. 
MLss  Maude  J.  Rumph,  Camden. 
Hon.  S.  Q.  Sevier.  Camden. 
Miss  Virginia  E.  Sevier,  Carnden. 
Mrs.  J.  P.  Simpson,  Malvern. 
Mr.  Harry  A.  Stewart,  Camden. 
Miss  Mariorie  Sum.pter,  Malvern. 
Mrs.  M.  B.  Bumpier,  Malvern. 
Rev.  F.  W.  Thompson,  Hot  Springs. 


BRITISH   COLUMBIA 

Rev.   A.   C.   Crews,   D.D.,   Toronto, 

Ont. 
Rev.  Robert  Laird,  Vancouver. 
Mr.  Noah  Shakespeare,  Victoria. 
Mrs.  C.  Spofford,  Victoria. 
Mrs.  Jean  Templer,  Vancouver. 
Rev.  W.  H.Withrow,  D.D.,  Toronto. 

Ont. 

CALIFORNIA  (N.) 

Mr.  Ralph  Abbott,  San  Francisco. 

Rev.    William    Abbott,    San    Fran- 
cisco. 

Rev.  H.  H.  Bell,   D.D.,  San  Fran- 
cisco. 

Mr.    Charles    M.    Campbell,    Sacra- 
mento. 

Mrs.    Frances   C.    Campbell,    Sacra 
mento. 

Miss  Grace   E.  Coates.   Berkeley. 

Mr.  and  Mrs.  F.R.  Farrier,  Lakeport. 

Mr.  C.  R.  Fisher,  San  Francisco. 

Miss  Charlotte  Flaus,  Sacramento. 

Mr.    William    Gordon    French,    San 
Francisco. 

Mr.  Charles  Crocker  Hall,  Berkeley 

Mrs.  Johnson,  San  Jose. 

Miss  Catharine  A.  McCracken,  Oak- 
land. 

Rev.  and  Mrs.  Henry  B.  Mowbray, 
Oakland. 

Mr.  Ira  E.  Randall,  San  Francisco. 

Miss  Mary  M.  Speers.  Oakland. 

Mr.  J.  Elmer  Wilson,  San  Francisgg 


686 


Tables  and  Appendices 


CALIFORNIA  (S.) 

Rev.  Levi  D.  Barr,  Los  Angeles. 

Mrs.  C.  S.  Backet,  Pomona. 

Mr.  and  Mrs.  Gail  Borden,  Alham- 
bra. 

Mr.  Vv'.  F.  Cronemiller,  Los  Angeles. 

Rev.  William  Horace  Day,  Los  An- 
geles. 

Mrs.  N.  C.  Deming,  Los  Angeles. 

Mr.  J.  F.  Drake,  Pasadena. 

Mrs.  M.  F.  Durgan,  Los  Angeles. 

Mrs.  M.  H.  Dwight,  Pasadena. 

Mr.  ani  Mrs.  W.  O.  Gamer,  Santa 
Monica. 

Rev.  Hugh  C.  Gibson,  Los  Angeles. 

Mr.  and  Mrs.  C.  W.  Harrison,  Los 
Angeles. 

Rev.  E.  A.  Healy,  Los  Angeles. 

Rev.  W.  W.  Riley.  Saticoy. 

Mrs.  M.  E.  Taylor,  Long  Beach. 

COLORADO 

Mr.  and  Mrs.  Guy  A.  Adams,  Boul- 
der. 

Rev.  and  Mrs.  Conrad  Bluhm,  La 
Junta. 

Rev.  John  C.  Carman,  Denver. 

Rev.  and  Mrs.  J.  L.  Cameron,  Brush. 

Mrs.  G.  H.  Collins,  Boulder. 

Miss  Jessie  Alice  Fink,  Greeley. 

Mr.  and  Mrs.  E.  J.  Gregory,  Fort 
Collins. 

Miss  Gregory,  Fort  Collins. 

Miss  Marian  Hinds,  Grand  Junction. 

Mrs.  Otis  Hogrefe,  Cedar  Edge. 

Mrs.  Elizabeth  G.  Hunter,  Cripple 
Creek. 

Rev.  H.  R.  O'Malley,  Denver. 

Miss  Cora  X.  Shank,  Canon  City. 

Miss  Edith  C.  Sloane,  Cripple  Creek. 

Rev.  and  Mrs.  B.  B.  Tyler,  Denver. 

Mrs.  J.  A.  Walker,  Denver. 

Mrs.  Belle  Ward,  Canon  City. 

Bishop  H.W.  Warren.  D.D.,  Denver. 

Mrs.  Jean  F.  Webb,  Denver. 

CONNECTICUT 

Mrs.  R.  A.  Baldwin,  Xew  Haven. 

Mr.  H.  L.  Bamett,  Lakeville. 

Mr.  Wells  Campbell,  Xew  Haven. 

Mr.  Arthur  Cattermole,  Danbury. 

Mr.  Seward  V.  Coffin,  Middletown. 

Rev.  Henrv  H.  Davies,  Salisburv. 

Mr.  E.  B.  Fall,  Middletown. 

Mr.  C.  P.  Gladding,  Hartford. 

Mr.  Edward  A.  Gladwin,  Middle- 
town. 

Rev.  and  Mrs.  George  D.  Gould, 
Rockville. 

Mr.  and  Mrs.  George  B.  Guild,  Dan- 
ielson. 

Mr.  Henry  W.  Hoyt,  Danbury. 

Mrs.  Fannie  E.  Kibbe,  Hartford. 

Mr.  E.  C.  Knapp,  Hartford. 

Mr.  W.  T.  Lane,  Norwich. 

Rev.  W.  Douglas  Mackenzie,  D.D., 
Hartford. 


Rev.    Howard  C.  Meserve,    MiUord. 
Mr.  Ralph  I.  Munson,  Xew  Haven. 
Mr.  Oscar  A.  Phelps,  Hartford. 
Mr.  George  H.  Priest,  Xew  Haven. 
Rev.  Frank  K.  Sanders,  Xew  Haven. 
Rev.  W.  E.   Scofield,  Greenwich. 
Mr.  H.  H.  Spooner,  Kensington. 
Rev.  Elliott  F.  Talmadge.Wauregan. 
Mr.  Frank  L.  Whipple,  Xew  Britain. 
Mr.  S.  H.  Williams,  Glastonbury. 
Rev.      Henry      Collins      Woodruff, 
Bridgeport. 

DELAWARE 

Mr.  Frederick  Bringhurst,  Marshall- 
ton. 

Miss  Florence  Burke,  Magnolia. 

Rev.  J.  Edgar  Franklin, Wilmington. 

Miss  Erma  Rea  Huev,  Seaford. 

Mr.  L.  W.  Hurlev,  Seaford. 

Mr.  and  Mrs.  I.  Elmer  Perry,  Wil- 
mington. 

Mr.  C.  P.  Swani,  Bridgeville. 

Mr.  and  Mrs.  William  E.  Tunnell, 
Lewes. 

Miss   Maggie   S.   Willson,   Seaford. 

Mr.  B.  F.  B.  Woodall,  Milford. 

DISTRICT     OF     COLUMBIA 

Mr.  P.  H.  Bristow,  Washington. 

Mrs.  Wilbur  F.  Crafts,  Washington. 

Mrs.  Amy  May  Gray,  Washington. 

Miss  Katharine  J.  Laws,  Washing- 
ton. 

Mr.  Jacob  H.  Lichliter,  Washington. 

Mr.  and  Mrs.  W.  W.  Millan,  Wash- 
ington. 

Mrs.  Sallie  R.  Reeves,  Washington. 

Mr.  and  Mrs.  J.  W.  Reisner,  Wash- 
ington. 

Miss  Annie  F.  Walker,  Washington. 

FLORIDA 

Miss    Sara     Donnella    Griffin,    An- 
thony. 
Miss  Ossie  Griffin,  Anthony. 

GEORGIA 

Mrs.  C.  F.  Baker,  Augusta. 
Mr.  and  Mrs.  W.  S.  Booth.  Manor. 
Miss  Mary  J.  Bothwell,  Augusta. 
Dr.    and    Mrs.    Joseph    Broughton, 

Atlanta. 
Miss  Mary  Briscoe,  Atlanta. 
Mrs.  B.  F.  Brown,  Augusta. 
Miss  Effie  Brown,  Atlanta. 
Miss  Margaret  Brown,  Xewnan. 
Miss  Hattie  L.   Buchanan,  Atlanta. 
Mr.  H.  D.  Bunn,  Fairfax. 
Mr.  J.  D.  Bunn,  Fairfax. 
Mr.  M.  L.  Bunn,  Fairfax. 
Mr.   George    P.    Butler,   Augusta. 
Miss  Lillie  Clark,  Macon. 
Miss  Leontine  Day,  Atlanta. 
Mrs.  Thomas  J.  Day,  Atlanta. 
Miss  Olive  D.  Eve,  Augusta. 


Ol]icial  List  of  I >clc:^atcs 


687 


GEORGIA  (Continued) 

Mrs.  Harvey  Hatcher,  Atlanta. 
Mr.  Mant  tlood,  Savannah. 
Mr.  E.  B.  Hook,  Augusta. 
.Mr.  J.  P.  Lide,  Fairfax. 
Miss   Alice   JetTries-Moorc,    Bolton. 
Mr.  and  Mrs.  Thomas  Moore,  Bolton. 
Mrs.  John  Neely,  Avigusta. 
Miss  Mary  H.  Newell,  MilledKeville. 
Miss  Mary  C.  North,  AviKUSta. 
Prof.  E.  M.  Osborne,  Augusta. 
Miss  Rachel  Reid,  Augusta. 
Mrs.  Rem  Remsen,  Augusta. 
Miss  Annie  E.  Roddey,  Augusta. 
Mrs.  Aniory  Sibley.  Augusta. 
Mrs.  Jerry  T.  Smith,  Augusta. 
Miss  Ceciile  Smith,  Augusta. 
Mrs.  J.  W.  Wallace,  Augusta. 
Miss    Maggie    Whitaker,     Millcdgc- 
villc. 

IDAHO 

Rev.  W.  It.  Bowler.  Shoshone. 
Rev.     and     Mrs.     Arthur     C.     Dill, 

Weiser. 
Mrs.  H.  A.  Ellsworth,  B.iise. 

ILLINOIS 

Mr.  L.  E.  Alexander,  Reno. 

Miss  Marv  Anderson, Pinckncvvillc. 

Mr.  and  Mrs.  A.  T.  Arnold,  Wheaton. 

Mr.  I.   I.  AtwooJ,  Oakwood. 

Mr.  H."P.  Baylor,  Onarga. 

Rev.  G.  W.  Benn,  Staunton. 

Miss  Marv  I.  Bragg,  Chicago. 

Mr.  O.  B.  Britton,  TavlorviUe. 

Mr.  O.  R.  Brouse,  Rockford. 

Mrs.  Mary  Foster  Bryner,  Peoria. 

Prof.  Isaac  B.  Burgess,  Morgan 
Park. 

Miss  Marv  L.  Butler,  Chicago. 

Rev.  Martin  E.  Cady,  D.D.,  Evans- 
ton. 

Mis-,  Mary  R.  Child.  Belleview. 

Miss  Hessie  Christie,  St.  Louis. 

Mr.  and  Mrs.  C.  E.  Clark,  CarroUton. 

Mr    McKenzie  Cleland,  Chicago. 

Mr.  and  Mrs.  David  C.  Cook,  Elgin. 

Rev.  Henry  F.  Cope,  Chicago. 

Rev.  J.  A.  Cosby,  Aurora. 

Mr.  Ira  Cottingham,  Eden. 

Miss  Artha  Cusaac,  Shelbvville. 

Mr.  W.  H.  Dietz,  Chicago. 

Rev.  Samuel  Eamgey,  Rockfonl. 

Rev.  J.  S.  Eberhart,  Chicago. 

Miss  Nonie  Ellis,  Farmer  City. 

Mr.  A.  F.  Gaylord,  Chicago. 

Rev.  and  Mrs.  W.  H.  Geistweit, 
Chicago. 

Rev.  Charles  S.  Goff,  Flat  Rock. 

Mr.  and  Mrs.  Frank  Graves,  Rock- 
ton. 

Mr.  P.  D.  Greenlee,  Belviderc. 

Mr.  Charles  E.  Hauck,  Chicago. 

Mrs.  E.  M.  Heinroth,  Chicago. 

Mrs.  H.  L.  Hill,  Chicago. 

Mr.  anrl  Mrs.  Hill,  Clinton. 

Mr.  J.  A.  Holmgren,  Evanston. 


Rev.  Marion  Humijhrevs,  Milan. 
Mr.  W.  B.  J^acobs,  Chicago. 
Mr.  A.  M.  Kenne\',  Broadlands. 
Mr.  and  Mrs.  W.  D.  Kimball.  Elgin. 
Rev.  Charles  G.  Kindred,  D.D.,  Chi- 
cago. 
Dr.  and  Mrs.  C.  W.  Knapp,  Gibson 
City. 

Mr.  George  W.  Lackev,  La\vrence- 
ville. 

Mr.  P.  P.  Laughlin,  Decatur. 

Miss  Clara  Laughlin,  Shelbvville. 

Mr.  John  W.  Leonard,  Wheaton. 

Rev.  Z.  T.  Livengood,  Lanark. 

Mr.  C.  A.  Lloyde,  Cham])aign. 

Miss  Minnie  McBurney,  Chicago. 

Mr.  Andrew  J.  McDermid,  Chicago. 

Mrs.  A.  J.  McDermid,  Chicago. 

Rev.      William      Fraser     McDowell, 
D.D.,  LL.D.,  Chicago. 

Rev.  Charles  F.  McKown,  Athens. 

Miss  L.  Ingran\  Mace,  Bloomington. 

Mr.  G.  E.  Matkin,  Watseka. 

Mrs.  O.  W.  Maxfield,  Godfrey. 

Mr.  E.  C.  Miller,  Martinsville. 

Mr.  George  W.  Miller,  Paris. 

Mr.  and  Mrs.  A.  H.  Mills,  Decatur. 

Rev.     Samuel     M.     Morton,     D.D., 
Effingham. 

Mr.  Henry  Moser,  Sheridan. 

Rev.  George  C.  Moor,  Champaign. 

Mr.  William  Morrcll,  Palmyra. 

Miss  Emma  L.  Muemer,  NajTerville. 

Miss  Marietta  Neel,  Mattoon. 

Mr.  E.  H.  Nichols.  Chicago. 

Rev.  W.  B.  Olmstead,  Chicago. 

Mr.  and  Mrs.  W.  C.  Pearce,  Chicago. 

Mrs.  Harrv  Planert,  Thebes. 

Mr.  T.  N.   Pitkin,  Vandalia. 

Mr.  and  Mrs.  T.  G.  Porter,  Clinton. 

Mr.  and  Mrs.  O.  T.  Purl,  Carrollton. 

Mr.  and   Mrs.  W.  S.   Rear^ck,  Ash- 
land. 

Miss  Annette  Rearick.  Ashland. 

Miss  Nettie  Richmond,  Mason. 

Mrs.  R.  G.  Risser,  Kankakee. 

Dr.  J.  F.  Roemer,  Waukegan. 

Mr,  and  Mrs.  A.  W.  Rosecrans,  Ash- 
ton. 

Mr.  A.  L.  Ruflfner.  Vevav  Park. 

Mr.  and  Mrs.  W.  B.  Rundle.  Clinton. 

Mrs.  R.  W.  Salter.  Chicago. 

Mrs.  M.  W.  Shermerhom,  Chicago. 

Miss  Emma  Shasburger,  Chicago. 

Mr.  and  Mrs.  J.  B.  Sikking,  Jr.,  E. 
St.  Louis. 

Prof.  James  H.  Smith,  Chicago. 

Miss  Susie  Smith,  Mason. 

Mr.  A.  W.  Snyder,  Galesburg. 

Miss  E.  L.  Spear,  Canton. 

Rev.  W.  J.  Stewart,  Buda. 

Mr.  T.  J.  Storey,  Bloomington. 

Mr.  Edgar  E.  Strother,  E.  St.  Louis. 

Dr.  A.  R.  Taylor,  Decatur. 

Miss  Mabel  A.  Torrey,  Taylorvillc. 

Rev.  George  A.  Walter,  Pekin. 

Rev.  J.  H.  Walterick,  Mt.  Camiel. 

Mrs.  Belle  Warren,  Tuscola. 

Mr.  and  Mrs.  F.  A.  Wells,  Chicago. 


68S 


Tables  and  Appendices 


ILLINOIS  (Continued) 

Mrs.  Katherine  S.  Westfall,  Chicago. 
Rev.    and    Mrs.    Cyrus   A.    Wright, 

Alton. 
Mr.  George  F.  Zaneis,  Chicago. 

INDIAN  TERRITORY 

Mrs.  Clarence  C.  Buxton,  Masyvillc. 
Mr.  D.  M.  Marrs,  Vinita. 
Mr.  Lemuel  Pari.  Chelsea. 
Mr.  E.  C.  Stretch,*  Vinita. 

INDD^A 

Mr.  T.  J.  Addleman,  Richmond. 

Mr.  and  Mrs.  R.  H.  Archey,- Green- 
field. 

Mrs.  M.  J.  Baldwin,  Winona  Lake. 

Miss  Ida  E.  Ba.tel,  Richmond. 

Mr.  Joshua  Beasley.  Sullivan. 

Mrs.  Anna  R.  Black,  Terre  Haute. 

Prof.  Williana  Blanchard,  Green- 
castle. 

Miss  Beulah  Buchanan,  Indianap- 
olis. 

Mr.  F.  B.  Carey,  Plymouth.  ■ 

Mr.  Walter  Carr,  Chalmers. 

Mrs.  E.  N.  Cook,  Warsaw. 

Mr.  Willard  W.  Doll,  Kimmell. 

Miss  Rosa  Dunn,  Richmond. 

Mr.  William  H.  Elvin,  Indianap- 
olis. 

Prof.  W.  A.  Fisk,  Richmond. 

Mr.  and  Mrs.  C.  M.  Gibbs,  Green- 
field. 

Mr.  Edward  D.  Goller,  Indianapolis. 

Mrs.  Mary  Glossbrenner,  Indianap- 
olis. 

Mr.  Thomas  W.  Gronendyke,  New 
Castle. 

Mrs.  Arthur  Hackleman,  Richmond. 

Mr.  and  Mrs.  W.  C.  Hall,  Indian- 
apolis. 

Rev.  and  Mrs.  E.  W.  Halpenny,  In- 
dianapolis. 

Mr.  J.  S.  Harris,  Richmond. 

Mrs.  Emma  B.  Harris,  South  Bend. 

Mr.  Eli  Helser,  Warsaw. 

Rev.  George  W.  Henry,  Tipton. 

Mr.  Eli  Hinderer,  Syracuse. 

Rev.  L.  D.  Holaday,  Kimmell. 

Rev.  I.  M.  Houser,  Crawfordsville. 

Mr.  and  Mrs.  Ed.  Humpe,  Rich- 
mond. 

Rev.  and  Mrs.  W.  A.  Hunter,  Vin- 
cennes. 

Mr.  S.  T.  Johnson,  Lebanon. 

Mr.  D.  A.  Kochenour,  Brownstown. 

Mr.  George  W.  Laird,  Columbia 
City. 

Mr.  and  Mrs.  J.  A.  McMath,  Indian- 
apolis. 

Rfv.  Alex.  McLaughlin,  Millersburg. 

Mrs.  Bell  Manley,  Mishawaka. 

Mr.  J.  L.  Merriman,  Keystone. 

Mr.  Josiah  Morris.  Bloomingdale. 


Mrs.  Mary  B.  Morris,  Bloomingdale 

Mr.  Carl  V.  Xipp,  Rushville. 

Mr.  R.  S.  Ogle,  Tipton. 

Mr.  S.  S.  Ohl,  Mulberry. 

Mrs.  Ida  A.  Porterfield,  Indian- 
apolis. 

Miss  Etta  Ridgwa>-,  Amboy. 

Mr.  William  Robinson,  Brookston. 

Miss  Anna  M.  Schulz,  Richmond. 

Rev.  and  Mrs.  E.  J.  Scott,  LvTin. 

Mr.  and  Mrs.  W.  J.  Sernelroth 
Winona  Lake. 

Mr.  Irvin  Stanley,  Westfield. 

Mrs.  J.  W.  Taylor,  Richmond. 

Bishop  John  H.  Vincent,  D.D 
LL.D.,  Indianapolis. 

Miss  Lola  Weddle,  Roachdale. 

Mr.  R.  C.  Willis,  Crawfordsville. 

Rev.  Alonzo  Yates,  Vincennes. 

IOWA 

Mr.  C.  H.  Ainley,  Des  Moines. 

Miss  Carrie  Bass,  Dallas  Center. 

Mr.  and  Mrs.  John  Cochran,  Indian- 
ola. 

Miss  Pearl  Cochran,  Indianola. 

Mr.  S.  W.  Cole,  Detroit. 

Rev.  W.  R.  Coventry,  Elliott. 

Mr.  Weslev  Crossan,  Eldora. 

Mrs.  J.  H.  Da  vies    Webster  City. 

Mr.  E.  K.  Eberhart,  Des  Moines. 

Mr.  M.  D.  Evans,  DeWitt. 

Miss  Helen  J.  Evans,  DeWitt. 

Mr.  and  Mrs.  A.  F.  N.  Hambleton, 
Oskaloosa. 

Prof.  Elias  Handv,  Mt.  Pleasant. 

Mr.  J.  F.  Hardin,  Eldora. 

Mr.  Kent  Hardin,  Eldora. 

Miss  Maud  Haskill,  Mason  City. 

Mr.  Dean  Hoshal,  Rippey. 

Miss  Flossie  Hoshal,  Rippey. 

Mr.  Garfield  Hoshal,  Rippey. 

Mr.  and  Mrs.  J.  L.  Hoshal,  Rippev. 

Mrs.  S.  F.  Houck,  Radclifle. 

Mrs.  Mary  Houck,  Radcliffe. 

Mr.  and  Mrs.  George  Humphrey, 
Van  Home. 

Mrs.  Anna  Lewis,  Seymour. 

Rev.  Hugh  McNinch,  Ackley. 

Mr.  James  R.  Martin.  Des  Moines. 

Mr.  B.  F.  Mitchell.  Des  Moines. 

Mr.  S.  B.  Nichols,  Mason  City. 

Rev.  and  Mrs.  G.  M.  Orvis,  Du- 
buque. 

Mr.  and  Mrs.  Charles  X.  Page,  Des 
Moines. 

Mrs.  J.  J.  Richardson,  Marcus. 

Miss  Sadie  A.  Query,  Villisca. 

Miss  Eva  Rittgers,  Grimes. 

Miss  Mabel  Rittgers,  Grimes. 

Miss  Effie  Roberts,  Afton. 

Mr.  James  A.  Smith,  Corydon. 

Mrs.  Margaret  M.  Stewart,  Des 
Moines. 

Mrs.  Annie  Swallum,  Hubbard. 

Mr.  William  Tackaberry,  Sioux  City. 


*  Deceased. 


Official  List  of  Delegates 


689 


IOWA   (Continued) 

Rev.  T.  E.  Thuresson,  Des  Moines. 
Mrs.  C.  C.  WaUace,  Des  Moines. 
Mr.  Lawrence  Wallace,  Des  Moines. 
Mrs.  D.  G.  Wescott,  Gladbrook. 
Miss  Merivah  Wright,  Des  Moines. 
Miss  Grace  Wood.  Traer. 

KANSAS 

Mr.  E.  Bartholomew,  Stockton. 

Hon.  E.  R.  Burkholder,  McPheron. 

Mr    and  Mrs.  J.  C.  Butcher,  Cald- 
well. 

Mr.  James  Dexter,  Newton. 

!klr  J.  H-  Engle,  Abilene. 

Mrs.  Sarah  C.  Engle,  Abilene. 

Miss  Forence   M.   Engle,  Abilene. 

Mr.  Jesse  R.  Engle,  Abilene. 

Mr.  John  T.  Haight,  Paola. 

MLss  Clara  Hildreth,  Altamont. 

Mr.  and  Mrs.  C.  C.  Kensenger,  Leav- 
enworth. 

Mr  and  Mrs.  Don  Kinney,  Newton. 

Mr  James  H.  Little,  La  Crosse. 

Mr  and  Mrs.  J.  W.  Lowdemulk, 
Rilev.  ^  , 

Mr  William  Meredith,  Leavenworth. 

Prof.  S.  J.  Miller,  McPherson. 

Mr.  A.  Switzer,  Hillsboro. 

Rev    D.  B.  Shuev.  Empona. 

Mr.  and  Mrs.  J.  A.  Werner,  Aldcn. 

Miss  Ruth  Werner,  -Alden. 

.Mr.  and  Mrs.  R.  M.  VTtiite,  Abilene. 

Rev.  Henry  Zimmerman,  Emporia. 

KENTUCKY 

Mr.  and  Mrs.  J.  L.  Amsden,  Ver- 
sailles. ,,    ,. 

Mr.  and  Mrs.  I.  Bailey,  Madison- 
ville.  . 

Miss  Erastes  Balee,  Shepherdsville. 

Miss  M    V.  Balee,  Shepherdsville. 

Mrs.  H.  L.  Bell,  Guslon. 

Miss  Marv  Bell,  Fulton. 

Rev   M.  S.  Clark,  Butler. 

Mr    H.  H.  Combs,  Shepherdsville. 

Mr.  J.  Shreve  Durham,  Greensburg. 

Sir    Henry  M.  Edmonds,  Louisville. 

Prof  and  Mrs.  E.  A.  Fox,  Louisville. 

Miss    Nannie    Lee    Frayser,    Louis- 

Mr.  and  Mrs.  J.  W.  Gaines,  Law- 
renceburg. 

Rev.  T.  C.  Gebauer,  Henderson. 

Prof,  and  Mrs.  M.  L.  Girton,  Jack- 
son. 

Rev   Frank   W.  Hardy,   Louisville. 

Rev.  Charles.  R.  Hemphill,  D.D., 
LfjuLsville. 

Mr.  T.  B.  Henderson.  Webster. 

Mrs.  Jennie  K.  Hill,  Fulton. 

Mrs  S  T.  Hombeck,  Shepherdsville. 

Miss  Rilla  E.  Howard.  Mattingly. 

Mr.  and  Mrs.  S.  H.  Jones.  Louisville. 

Mrs.   Sallie   Knight,   Louisville. 

Miss  Creorgi-i   Kouns.   Ashland. 

Rev.  S.  M.  l>>gan,  Wilmore. 


Mr.  James  V.  Logan,  Jr.,  Louisville. 

Rev.  E.  W.  McCorkle,  D.D.,  Nicho- 
las ville. 

Mrs.  R.  S.  McGehee,  Pembroke. 

Mr.  Louis  J.  Mcintosh,  Louisville. 

Miss  Lucy  -Mahan,  Williamsburg. 

Miss  Sallie  R.  Marcum,  Columbia. 

Mr.  E.  H.  Matthews,  Pewee  Valley. 

Mr.  C.  J.  Meddis,  Louisville. 

Miss  Melissa  Mav,  Owensboro. 

Rev.  H.  G.  Ogden,  D.D..  Louisville. 

Rev.  James  F.  Price,  Marion. 

Mr.  and  Mrs.  Huston  Quin,  Louis- 
ville. 

Miss  Elizabeth  Raymond,  Sheperds- 
ville. 

Rev.  S.  W.  Reid,  Louisville. 

Mr.  Charles  B.  Richardson,  Wil- 
liamsburg. 

Prof.  John  R.  Sampev,  D.D.,  Louis- 
ville. 

Miss  Sue  B.  Scott,  Lexington. 

Miss  Hannah  S.  Smith,  Shepherds- 
ville. 

Mr.  and  Mrs.  John  Stites,  Louisville. 

Mrs.  W.  T.  Underwood,  Campbells- 
viUe. 

"Mr.  W.  J.  Vaughan,  Madge. 

Rev.  and  Mrs.  Joseph  T.  Watts, 
Louisville. 

Mr.  Edward  N.  Woodruff,  L<iuis- 
viUe. 

Miss  Adeline  B.  Zachert,  Louisville. 

LOmSLANA 

Dr.  J.  W.  Adams,  New  Orleans. 
Rev.  John  F.  Foster,  Jeanerette. 
Mr.  B.  C.  Lee,  Coushalla. 
Rev.   and   Mrs.   John   M.   Williams, 
Cox'ington. 

MAINE 

Mr.  Frank  M.  Brown,  Livermore 
Falls. 

Rev.  Herbert  L.  Caulkins,  Yar- 
mouthville. 

Mr.  L.  R.  Cook,  Yarmouthville. 

Miss  Bertha  Curtis,  Freeport. 

Mr.  and  Mrs.  George  L.  Gerrish, 
Portland. 

Mrs.  L.  C.  Goddard,  Woodfords. 

Miss  Bertha  G.  Hayes,  Yarmouth- 
ville. 

Mr.  and  Mrs.  H.  E.  Lufkin,  Yar- 
mouthville. 

Rev.  E.  L.  Marsh,  Watenille. 

Mi-ss  Edith  A.  Merrill,  No.  Yar- 
mouth. 

Mr  Lewis  H.  Millspaugh,  Winthrop. 

Mrs.  Nellie  R.  Milspaugh,  Winthrop. 

Miss  Sabrina  Morey,  Belfast. 

Miss  Grace  M.  Robinson,  Yar- 
mouthville. 

Miss  Sarah  T.  Rollins,  Dexter. 

Miss  Edna  M.  Sawyer.  Yarmouth- 
ville. 

Miss  Lula  C.  Sawyer,  Yarmouth- 
ville. 


boc 


Tables  and  Appcv-diccs 


ItMKE   iContin-jed' 

Miss  Rena  S&w-ver.  Cousms  Island. 
Miss  FioTE  M.  Sherman.  Belfast. 
Miss  Marian  Socle,  S.  Fieepart. 
Mrs.  C  A.  Stockhridge.  YarmouTi- 

^-.  ad. 

Mis--  -  .  .=,,  --^  W-.-:!^.  Yarmouth. 
Mr.     Thomas     Vamey,     "VTiadham 

Centre, 

MANITOBA 

Mr.  F.  W.  Adams.  W—nipeg. 
Rev.  W.  A.  Aiesaader.  Lenore. 
Miss  Pearl  Alexander.  Mi-nedosa. 
Miss  Saby  G.  Alexander.  Minnedasa. 
Mr.  "W.  Barber.  SnowSake. 
Mr,  "VT.  T.  Barr.  Xeepawa. 
Mr.  James  Black.  Winnipeg. 
Mr.  and  Mrs.  Alex.  Bnchan,  Winni- 
ues- 

Miss  C-^ 

Mi^.  D_ 

Mr.  J.  I......-.-    -;-.:._  .^. 

Mrs.  A  L..  Goyner.  Oak  Lake. 
JEs  &Dyner.  Oak  Lake. 
Miiis:  Araie  Grummett.  Rapid  City, 
Mr.  JaTHfis  HaH.  Sno'wSake. 
Mrs-'D.  Ha— -— f .  Anson. 
Rffv.  and  Mrs.  J.  F.  Hartley.  Roland. 
Mrs.  D.  A  Hcipper.  Brandon. 
WTg'^  Hopper^  Brandon. 
Rev.  Hirnra  j^-  '     -   -     K-^-  -r. 
Mr.  W.  H.  Ir 
Mrs.  W.  A  : 

Mr.  James  Lai _i  .      _i=<i£"c.itrr. 
RevT  John    W.    Lirtie,   ±S.D.,   £ee- 
Trarrn 

Mr.  J.  C.  L=rB-rie.  Baert. 

Miss  E-dna  Linkiater.  "W3nrL::;:>ee. 

Mrs.  W.  T    McKsv    Ca-neEie 

Mr.  T.  F"'    "•'  .---•-  ^" — ---c:. 

Mr.  A.  r 

Mr.  F.  ' 

Miss  Ma^rr.  . 

Mrs.  i,.  ±,.  C— 

lEss  Helen  P_  .:. 

Rev.   Prin.   Wilbam  Patrick.  D.D., 

"Winnioee. 
Mr.  T.  H.  Patrick.  S^tiris. 
lEs:  Scott.  Rapid  City. 
Miss  .^-rr-Se  M.  Shaw.  Minnedosa. 
Mr.  -and  Mrs.  D.  S^ruth.  Gladstone. 
Mr.  Ernest  Srrath.  Swaa  River. 
Mrs.  Robert  Snath.  Brandon. 
Mis   Robina    E.   Spenc-e,   Balmoral 

Place. 
Miss  Svrirzer. 

Mass  E.  G.  Thomas,  Wmtnpeg. 
Mrs.  Walace. 
Ro^  J   c.-^^r^  B_*     Minnedosa. 

K      '^  ''- 


MARYLAKD 

Rev.  J.  P.  Anthonv,  KeedvsviDe. 
Rev.   DeWirt    M.   Benham.    Ph.D., 

Baltrmone.. 
Rev.  Hairy  "VT.  Burruss,  Aberdeen. 
Miss  Mary  J.  C.  Da\-is.  Hagerstown. 
Miss  Minnie  L.   Da^"is,  Baltimare., 
Mr.  Charles  "W.  Dorsey.  DickeA-ville. 
Rev.  and  Mrs.  A.  M.  Evers.  Hagers- 

town. 
Mr.  and  Mrs.  Preston  Fiddis,  Balti- 
mare. 
Miss  Ltidle  E.  Fiddis.  Baltimore. 
Mr.  Jesse  P.  Gadner.  linwood. 
Mr.  and  Mis.W.  C.  Geeting.  Keed\-s- 

\-iIle, 
Rev.  G.  K_  Hartman.  Hagersto-w-Q. 
Miss  Marv  A.   Xitrmiller,   Keedvs- 

ville. 
Mr.  O.  C.  Michael.  Aberdeen. 
Rev.   and   Mrs.   F.   H.   Mullineatix., 

Federalsbirrg. 
Mr.  John  H.  Plirmmer.  Hagersto'vm. 
Miss  Emma  J.  Simmont.  Baltimore. 
Mr.    and    Mrs.    "William   A.    Tottle, 

Baltimare. 
Miss  Atmie  "Tllnm,  Mandel. 
Mrs.  Brent  Waters.  Baltimore. 
Miss  Margaret  Waters    Baltimare. 
Rev.  Orilas  G.  White,  Falrimare. 
Mrs.  W.  Eason  Williams   Baltimore. 


MASSAC 

Rev.  Haig  Adadonrian.  West  Tis- 
bmj. 

Mr.  Edward  I.  Aldrirh.  Boston. 

Mr.  W.  E..  Andem.  Boston. 

Mr.  Isaac  Blair,  Boston. 

Mr.  Harry  P.  Bossom.  Reading. 

Mr.  Caarles  A.  Bovd,  Randolph. 

Mr.  W.  H.  Brcck.  Athol. 

Mr.  Beniainin  W.  Brown,  North- 
bridge. 

Miss  Willena  E.  Browne,  Boston. 

Mr.  Robert  L.  Bentley.  BrodkHne. 

Mr.  Hubert  Carleton,  Boston. 

Mr.  Henry  L.  Carv",  North  Adams. 

Mr.  Harrrih-on  S.  Cona.nt ,  Boston. 

Mr.  Miner  C.  Cone.  Dorchester. 

Miss  EHzabeth  F.  Cooper.  Roxburv-. 

Mr.  Arthtir  L.  Copeland.  Campello. 

Miss  Jessie  N.  Ctimmings,  Reading. 

Miss  Elizabeth  B.  Da'wes,  Peter- 
sham. 

Rev.  Asa  Reed  Dilts,  Lowell. 

Mr.  A.  D.  DirrJck.  WakeSeld. 

Rev.  Edwin  B.  Dolan.  Wales. 

Miss  Qara  W.  Eaton,  No.  Middle- 
Vjro. 

Mr   Frank  Farr.  Lawrence. 

Mr.  James  M.  Forbnsh,  Boston. 

Rev.   DeMont   Good^^ear,  Abington. 

Mr.  W.  N.  Hartshorn.  Boston. 

Mrs.  Elda  Henderson,  West  Fal- 
mcroth. 

Rev.  Charles  Suirtmer  Holtan,  New- 
buryport. 


691 


W  A.qs AfTrnSETTS    Conrmned) 

ELev.  Gecrge  H.  Johnson,  a^amps- 

COCt- 

Mrs.  T.iilian  X,  Keniiev.  Plvmotitii. 

Mr.  C  H-  S^rr.bsH-  W'^bTira. 

Mr   "A^.  C  ^--         '    -    -~ci<i- 

Mis.  J    T.i"-         _  _  Wajthnp. 

it.  J.  Jm  L-r-  - 

aev.  James   ji.---..i5-=r.    >tew  Bed- 

iCss  Jane  T    M--— b-r  FaE  River. 
-      -_   ■ '  ,  ■e'TTngTAjn. 

;-  ,-      _         .  Wea  Tis- 

Mr  AI  HL  Mca-ton,  HolyoisE. 
Mr.  -:.  M-  >^^f"-.  ^'^-— 


<c—   r    1'-.  r --  u.ot-    _  —     .vabnra- 

Sav.  WiHard  T.  Perrin,  DJ3-  B.is- 

ton. 
Mj-  J.  H.  Pocier,  Filthimrg. 
Mr   Fiaak  A._?4r'h    3=rT?- 
Mr.  Herber-   -     '  "     — -'eil- 

\r«  Carrie  "3- 

Rev.  W.  I.  -  — — . 

Mr.  EJ.-sTn  .^ 
Rev.   C.   E 
Mr.  Alben  > 
Mrs.    Flcra   Vl.ler    ='r;-:n=     r.-.::- 

burg^. 
Mr.    Geor^    W.    Stevenson.     West 

Mr.  A.  C  Stone.  Cheisea- 

Mis=  Lacy  &.  Stock-  SprrngTudd- 

Mr     -"-Lornas  H.  SmcliSe,  Broclcwn. 
"!_;-    ^  -rrrK-Tra.  M.    SyivesBB",   Han- 


.Mjddle- 


Re—    W.  F.  Wiison.  Amesbnry. 
Mr    A.  L.  WriEriT.   SiTorii  Hadley. 


MICUJ&A9 

RcTT.   anri    Mis.    Clarence   E.    AlV-n. 

Flint. 
M--   D   3.  .-- 


Prof,  and  Mrs.  C.  HL  Gorriev.  Hiils- 

daje.  _ 

Mr.  C.  A.  Hagie-  Minjind. 
Rev   J    V.  S.  'Fiarv-w^    Honghtoai. 
ProL  and  Mrx.  C  L.  Bferrrm,  Hais- 

Mrs.  G.  L.  Hicls,   ATf-gaTi 

Mr.  =rirf   Mrs.  Howard  L.  Hokoes, 

Romeo.  _ 

Mr.  EdTPard  H  -  " 

Mr.  BTirt  G-.  l-l 
Mr.  Lecr.^r-:  1 
Mr.  Let- 
Miss  J-^  - 

Mrs.  ].  "  — . 

Str-  EdTra..--  51  :.l   —.  I-r^- ;  ?j.pids. 
Mr.  and  Mrs.  J'^hn  L.  Moors..  UVrinn 

Crv. 
Rev.  Ja-  '    - 

Mr  H. 
Mr  Wi:  ._ 
Mrs.  Juli^.^    - 

Rev.  Charips  _  n. 

Mr.  and  Mrs.  .-  ----ee 

Oaks. 
Re-v.  Seward  "W.  Stone.  Taie. 
Mr.  Claries  A_  Strait.  Trs.'veTse:  dry. 
Miss  ESza'^th  G-.   Vxviaru  Travease 

Mr.  E.  K.  Warren.  Three  fJaks. 
Miss  Lydia  Warren.  Trcree  Oaks. 


MTSWESOTA. 


oo- 


Mr.  W.  G.  AUr-:.:-..  "^--  :   - 
Mr.  S.  W.  3^- 

Mis  L.  A.  Zr- 
Mr.  Eraest  ?-. 

Mi^i  I'3sne  Geg^ie,  Mimjeap'Jis. 

Rev.  L  S-  HaZ.  5t.  r--f?r. 

Mrs.  H_  G.  r^- "  2^'^^?^^^'^ 

Mrs.  Nanny  .-  aseca. 

M*^    ^--..n  E  Tineap^'ias- 

M-~'  "    ^     - 

^;  inL 

M. 

X.-  ._  "  _     . 

iCss    Bfarrice    LangffiUcw.    Minne- 

arxjiis. 
Mis5    C-rrace   L.TngfeIluw.   Mircieap.- 

~  -  -    '     \     L. 'li'hric^re.  l^iM ■ '' 

■r-riH.  D.D.  Min- 


iir. 


Ph; 


69^ 


Tables  and  Appendices 


MISSISSIPPI 

Rev.  and  Mrs.  R.  G.  Beattie,  Kos- 
ciusko. 

Dr.  and  Mrs.  Charles  F.  Boger, 
Natchez. 

Mr.  L.  A.  Duncan,  Meridian. 

Miss  Kate  E.  Futch,  Raymond. 

Mr.=;.  Jean  C.  Gray,  Sumner. 

Rev.  C.  W.  Knight,  Shuqualak. 

M.-.  Thomas  McClymont,  Natchez. 

Miss  Robel  McRaven,  Meridian. 

Miss  Annie  Rumble,  Natchez. 

Mr.  G.  R.  Throop,  Bolton. 

Mr.  and  Mrs.  W.  S.  F.  Tatum,  Hart- 
tiesburg. 

Mr.  and  Mrs.  D.  E.  Wilson,  Nesbitt. 

Miss  Mamie  Wilson,  Nesbitt. 


MISSOURI 

Mrs.  Lula  Ross  Applebv,  Willard. 

Mrs.  J.  W.  Bailev,  Rich  Hill. 

Miss  Mabel  Bailey,  Rich  Hill. 

Mrs.  G.  P.  Baity,  Kansas  City. 

Rev.  Ira  W.  Bamett,  Freeman. 

Miss  Nellie  B.  Boyd,  St.  Louis. 

Miss  Alice  Margaret  Bullard,  St. 
Joseph. 

Miss  Emma  C.  Clerc,  St.  Louis. 

Miss  Edna  A.  Cocks,  Kansas  City. 

Mr.  Walter  A.  Coon,  Republic. 

Mrs.  Roxie  M.  Cook,  St.  Joseph. 

Mr.  Samuel  A.  Cubbin,  Sheldon. 

Mrs.  S.  W.  Davis,  Kansas  City. 

Miss  Nellie  Irene  Eldridge,  Spring- 
field. 

Miss  Jessie  L.  Ewing,  Kirkwood. 

Rev.  and  Mrs.  A.  P.  George,  St. 
Louis. 

Mr.  John  B.  Glass,  Springfield. 

Mr.  and  Mrs.  Peter  M.  Hanson,  St. 
Louis. 

Miss  Ida  May  Hanson,  St.  Louis. 

Rev.  W.  H.  Heslar,  Peculiar. 

Rev.  Stanley  D.  Jewell,  D.D.,  But- 
ler. 

Dr.  T.  M.  King,  Springfield. 

Mr.  Elmer  E.  Lacey,  St.  Louis. 

Judge  and  Mrs.  A.  C.  Lamson,  Pine- 
ville. 

Mr.  Charles  H.  Linck,  St.  Louis. 

Miss  Nellie  M.  Lohoff,  Holden. 

Miss  Emma  Lee  McCourt,  St.  Louis. 

Mr.  and  Mrs.  R.  W.  McDonald,  St. 
Joseph. 

Mr.  Robert  F.  McGlothlan,  Spring- 
field. 

Rev.  J.  W.  McKean,  Lebanon. 

Mrs.  Jessie  E.  Martm,  St.  Louis. 

Mr.  C.  H.  Maschmeier,  St.  Louis. 

Miss  Mary  A.  Mendelar,  St.  Louis. 

Mr.  Jonathan  E.  Moore,  Spring- 
field. 

Mrs.  Y.  F.  Mossop,  St.  Louis. 

Mr.  E.  B.  Newcombe.  St.  Joseph. 

Mr.  C.  H    Nowlin,  Kansas  City. 

Mr.  and  Mrs.  Josiah  A.  Parker,  St. 
Louis. 


Mr.  and  Mrs.  Sibley  A.  Pierce,  Kan- 
sas City. 

Mrs.  Bettie  Pindell,  St.  Joseph. 

Miss  Lucretia  Reynolds,  St.  Louis. 

Mr.  Harvey  G.  Riggs,  Callao. 

Mr.  H.  E.   Scanland,  Minneola. 

Mr.  J.  J.  Schreiber,  St.  Louis. 

Miss  Lillie  May  Schreiber,  St.  Jo- 
seph. 

Miss  Katie  R.  Schreiber,  St.  Joseph. 

Mr.  James  W.  Silsby,  Springfield. 

Mrs.  George  S.  Simonds,  Kansas 
City. 

Mrs.  S.  Howard  Smith,  St.  Louis. 

Miss  S.  Jeanette  Smith,  St.  Louis. 

Mr.  and  Mrs.  Albert  G.  Souther,  St. 
Louis. 

Mrs.  William  E.  Spratt,  St.  Joseph. 

Mrs.  Zillah  Foster  Stevens,  St.  Louis. 

Mrs.  Elizabeth  Strebeck    St.  Louis. 

Mr.  Joseph  M.  Storv,  St.  Louis. 

Rev.  and  Mrs.  H.  E.  Tralle,  Ph.D., 
Kansas  City. 

Mr.  George  A.  Trenholm,  St.  Joseph. 

Mr.  Albert  W.  Tytler,  Kansas  City. 

Miss  Anna  M.  Weedman,  St.  Louis. 

Miss  May  Weedman,  St.  Louis. 

Mr.  Thomas  H,  Whitehill,  St.  Louis. 

Miss  Chrissie  R.  Willby,  Springfield. 

Miss  Mary  J.  Wilson.  Jennings. 

Miss  Fannie  L.  Zener,  Hamilton. 

NEBRASKA 

Miss  Dorinda  Abbott,  Minden. 

Miss  M.  Blanche  Adams,  Lincoln. 

Miss  lone  Allbright,  Red  Cloud. 

Miss  Alice  J.  Boone,  Kearney. 

Mr.  John  T.  Borland,  Exeter. 

Mr.  John  Dale,  Omaha. 

Mr.  Robert  Dempster,  Omaha. 

Rev.  Mrs.  Minnie  J.  Dickinson,  Lin- 
wood. 

Miss  Rose  Etting,  David  City. 

Mrs.  G.  D.  FoUmer,  Lincoln. 

Miss  Kate  FoUmer,  Lincoln. 

Miss  Edith  E.  Fouts,  Sioux. 

Mrs.  Emma  Grunkemeyer,  Burwell. 

Miss  Elizabeth  S.  Haase,  Dakota 
City. 

Miss  Mamie  Haines,  Lincoln. 

Miss  Anna  Halberg,  Axtell. 

Mrs   Curtis  HoUingshead,  Monroe. 

Mr.  and  Mrs.  N.  C.  Holman,  Tobias. 

Miss  Ida  M.  Jeep,  Sioux. 

Miss  Ida  B.  Knoll,  Crete. 

Miss  Vida  Learner,  Wakefield. 

Rev.  M.  B.  Lowrie,  Omaha. 

Rev.  Luther  P.  Ludden,  Lincoln. 

Mr.  and  Mrs.  W.  E.  Nichol,  Minden. 

Mrs.  E.  Peckham,  Lincoln. 

Prof.  H.  M.  Steidley,  Lincoln. 

Mr.  George  G.  Wallace,  Omaha. 

NEVADA 

Rev.  Charles  Leon  Mears,  Reno. 
Miss  Belle  Stanley,  Reno. 
Miss  Dora  Stanley,  Reno. 


Official  List  of  Dcligates 


693 


NEW  BRUNSWICK 

Miss  Lena  G.  Babbitt,  Lower  Bur- 
ton. 

Rev.  Frank  Baird,  M.A.,  Sussex. 

Rev.  Joseph  H.  Brownell,  Little 
Shemogue. 

Miss  Almeda  Burchill,  Hibemia. 

Rev.  and  Mrs.  W.  Camp.  Sussex. 

Mis=  Minnie  Colpitis.  M.A.,  Sussex. 

Rev.  A.  D.  Dewdney.D.D..  St.  John. 

Miss  Dorothy  Donald,  Moncton. 

Sir.  H.  Ashley  Estabrooks,  Upper 
Capetown. 

Miss  Bessie  Estabrooks,  Upper  Gage- 
town. 

Miss  Stella  M.  Estabrooks,  Upper 
Gagetown. 

Mr.  E.  M.  Ganong,  St.  Stephen. 

Rev.  J.  B.  Ganong,  B.D..  Sussex. 

Rev   A.  M.  Hublv,  Belle\-ille. 

Mr.  E.  R.  Machum,  St.  John. 

Miss  Belle  McLean,  St.  John. 

Rev.  B.  H.  Nobles,  Sussex. 

Mr.  Hunter  Parsons,  St.  John. 

Mr.  and  Mrs.  Robert  Reid,  St. 
John. 

Rev.  J.  C.  Robertson,  B.D.,  Mill- 
town. 

Rev.  W.  A.  Ross.  M.A..  Moncton. 

.Mr.  T.  S.  Simms,  St.  John. 

Mrs.  Viola  B.  Slipp.  Hampstead. 

Mr.  and  Mrs.  J.  Willard  Smith,  St. 
John. 

Miss  Annie  C.  Willet,  Bro<jkville 
Station. 

NEWFOUNDLAND 

Mr.  Charles  P.  Ayre,  St.  John's. 
Mr.    and    Mrs.    George    A.    Butfett, 

Grand  Bank. 
Mr.  H.  Norman  Burt,  St.  John's. 
Rev.  T.  B.  Darby,  B.A.,  Fortune. 
Mi.ss  Annie  Dove.  St.  John's. 
Miss  Lockhart,  St.  John's. 
Judge  Pennv.  Carbonear. 
Mr.  William  J.  Scott,  Twillingate. 

NEW  HAMPSHIRE 

Principal  George  W.  Bingham, 
Derry. 

Rev.  A.   E.   Draper,  Groveton. 

Miss  Minnie  M.  Duncan,  Claremont. 

Mr.  and  Mrs.  W.  G.  Everett,  Man- 
chester. 

Mr.  and  Mrs.  W.  F.  French,  Milford. 

Mr.  and  Mrs.  Alvin  Greene,  Green- 
ville. 

Mr.  W.  C.  Landis,  Lakeport. 

Mrs.  J.  B.  Lemon.  Manchester. 

Miss  Minnie  E.  Littlcfield,  .Man- 
chester. 

Mr.  N.  T.  Platts,  Manchester. 

Rev.  J.  G.  Robinson,   Dover. 

Miss  Clara  E.  Rowell,  Franklin. 

Rev.  J.  W.  Scribner,  Melvin  Village. 

Rev   E.  B.  Stiles,  Center  Sandwich. 


Rev.  and  Mrs.  B.  H.  Tilton,  East 

Tilton. 
Rev.    R.    E.    Thompson,    Franklin 

Falls. 
Mr.  and  Mrs.  Harrie  E.  Waite,  Con- 


NEW  JERSEY 

Miss  Josephine  L.  Baldwin,  Newark. 

Mr.  and  Mrs.  Edward  W.  Barnes, 
Perth  Amboy. 

Mrs.  J.  Woodbridge  Barnes,  Newark. 

Rev .  William  R.  Burrell,  Living- 
ston. 

Mr.  Philip  Case,  Somer\-ille. 

Mr.  Thomas  Clements,  Nutley. 

Mr.  and  Mrs.  William  L.  Condit, 
Hobo  ken. 

Mr.  and  Mrs.  George  H.  Corfield, 
Jersey  City. 

Miss  Florence  Cromer,  Birmingham. 

Mr.  and  Mrs.  H.  Grinnell  Disbrow, 
Bloomfield. 

Mr.  Robert  H.  Doherty,  Jersey  City. 

Mr.  and  Mrs.  Adolf  L.  Engelke, 
Englewood. 

Rev.  E.  Morris  Fergusson,  Newark. 

Mr.  and  Mrs.  James  V.  Forster, 
Jersev  Citv. 

Miss  M.  C.  Garland,  Hoboken. 

Mrs.  F.  A.  Garland,  Hoboken. 

Miss  Rena  Hilliard,  Manahawkin. 

Mr.  and  Mrs.  A.  P.  Hopper,  Ridge- 
wood. 

Mr.  George  W.  Hughes,  Woodbury. 

Rev.  Jesse  Lyman  Hurlbut,  D.D., 
South  Orange. 

Mrs.  Emily  C.  Kinch,  South  Orange. 

Mrs.  H.  A.  Lippincott,  Pemberton. 

Rev.  John  Francis  Morgan,  Jersey 
City. 

Miss  Anna  R.  Nesom,  Phillipsburg. 

Mr.  and  Mrs.  Joseph  W.  Xewell,  Bir- 
mingham. 

Miss  Elizabeth  D.  Paxton,  Prince- 
ton. 

Mrs.  Alonzo  Pettit,  Elizabeth. 

Rev.  Samuel  D.  Price,  Shrewsbury. 

Rev.  and  Mrs.  E.  G.  Read,  Somer- 
ville. 

Miss  Aimee  L.  Rogers,  Newark. 

Mr.  U.  Cutler  Ryerson,  Newark. 

Mr.  H.  G.  Shaw,  Newark. 

Rev.  Frank  A.  Smith,  Haddonfield. 

Miss  Effie  Sinclair,  Birmingham. 

Miss  Marion  Thomas,  Newark. 

Miss  NelUe  Thomas,  Newark. 

Mr.  Simeon  D.  Turton,  Newark. 

Mrs.  Andrew  L.  Watson,  Nutlev. 

Mr.  E.  F.  Westcott.  Newark. 

Rev.  and  Mrs.  J.  B.  Westcott, 
Pleasantville. 

Rev.  Francis  Peet  Willes,  Elizabeth. 

Mrs.  Oliver  C.  Wilson,  Newark. 

NEW  MEXICO 

Mr.  E.  .M.  Bullani,  .\lbufiuerque. 


694 


Tables  avd  Appendices 


NEW  YORK 

Dr.  Otis  H.  Babbitt,  Auburn. 

Mr.  J.  V.  Baker,  Gouvemeur. 

Rev.  O.  S.  Baketel,  New  York  City. 

Miss  Jessie   Barr,  Brooklyn. 

Mr.  W.  G.  Barrows,  Syracuse. 

Mr.  and  Mrs.  Grant  L.  Bice,  Syra- 
cuse. 

Mr.  and  Mrs.  Charles  D.  Blackmon, 
Rochester. 

Rev.  Andrew  M.  Brown,  McGraw. 

Mr.  Frank  L.  Brown,  Brooklvn. 

Miss  Elizabeth  M.  Brown,  Warsaw. 

Rev.  S.  R.  Brown,  Groveland. 

Rev.  George  A.  Brock,  Stockport. 

Mrs.  Fannie  H.  Carr. 

Mr.  Kendall  B.  Castle,  Rochester. 

Rev.  and  Mrs.  H.  T.  Chadsey,  Lock- 
port. 

Rev.  E.  E.  Chivers,  D.D.,  New  York 
City. 

Mr.  Leon  Cole,  Barker. 

Rev.  Charles  M.  Collins,  New  York 
City. 

Mr.   and    Mrs.  A.    H.    Corwin,    New 
York  City. 

Miss  Lillie  R.  Corwin,  Rochester. 

Rev.  Alton  H.  Cowles,  Buffalo. 

Miss  Minnie  D.  Crosier,  Syracuse. 

Mr.  and  Mrs.  Will  T.  Damon,  Buf- 
falo. 

Rev.  and  Mrs.  John  B.  Devins,  New 
York  Citv. 

Mr.  Richard  D.  Dodge,  Brooklyn. 

Miss  Anna  Dodge,  Belmont. 

Miss    Minnie    E.    Dougherty,    Hart- 
ford, Conn. 
Mr.  Thomas  Dransfield,  Rochesier. 
Dr.  W.  A.  Duncan,  Svracuse. 
Mr.  J.Donald  Dunlop,' Spring  Valley. 
Rev.  E.  Herbert  Dutton,  Buffalo.  ' 
Rev.  William  M.  Dve,  Gainesville. 
Dr.  M.  B.  Eshleman.  Buffalo. 
Mis.  Dora  Fenner,  Buffalo. 
Mrs.  Frederick  Flower,  Syracuse. 
Rev.  William  J.  Ford,  Syracuse. 
Mrs.  Gertrude  S.  Foreman,  Albion. 
Rev.  S.  A.  Freeman,  Lyndonville. 
Mr.  James  C.  Garrison,  Waterloo. 
Mrs.  Edgar  F.  George,  FreeT-ille. 
Rev.  O.  P.  Gifford,  D.D.,  Buffalo. 
Rev.  Walter  L.  Green,  Alfred. 
Mrs.  A.  L.  Greenmour,  Utica. 
Rev.  J.  Willard  Griffith,  Buffalo. 
Mr.  E.  A.  Hill,  Syracuse. 
Mr.  H.  C.  Holcomb,  Portielle. 
Mrs.  M.  J.  Horn,  Utica. 
Mr.  M.  A,  Hudson,  Syracuse. 
Mrs.  N.  E.  Hutchens,  Canandaigua. 
Prof,  F.  H.  Jacobs,  New  York. 
Prof.  Henry  S.  Jacoby,  Ithaca. 
Rev.  Georpe  C.  Jones.  Elba. 
Mr.  T.  H.  King,  Trumansburg. 
Mr.  W,  W.  King,  New  Rochelle. 
Mr.  and  Mrs.  L.  W.   Kinzly,  Lock- 
port. 
Mr.  and  Mrs.  Nathaniel  Laird,  New 
York  City. 


Mrs.  J.  W.  Lerman,  New  York  City. 
Mr.  William  G.  Lightfoote,  Canan- 
daigua. 
Mrs.  S.  W.  Lincoln,  New  York  City. 
Miss  C.  L.  Loomis,  Utica. 
Rev.  John  T.  McFarland,  New  York 

City. 
Rev.   E.   E.   Merring,   Fayetteville. 
Rev.   Henry  H.   Meyer,   New  York 

City. 
Mr.   John   Ward    Miles,    New   York 

City. 
Miss  Mary  Moall,  Barnard. 
Mr.  James  H.  Morse,  Svracuse. 
Mrs.  M.  F.  Mudge,  Johnson  Creek. 
Mr.  J.  B.  Murray,  Yonkers. 
Rev.     George    Nicholls. 
Mr.    George    F.    Nieman,    Lockport. 
Mr.  and  Mrs.  T.  Otto,  Svracuse. 
Mrs.  Julia  C.  Ostrander,    Brooklvn. 
Mrs.  Hamet  L.  Owen, 
Mr.  Smith  Parish,  Portville 
Mr.    and     Mrs.     Eli    G.     Partridge, 

Bronx. 
Mr.  C.  E.  Patterson,  Rochester. 
Rev.  O.  B.  Pershing,   Niagara  Falls. 
Rev.  J.  J.  Phelps,  Trumansljurg. 
Mr.  and  Mrs.  D.  L.  Pierson,  Brook- 
lvn. 
Mr.   William  D.    Porter,   New  York 

City. 
Rev.  James  Watt  Raine,  Riverhead. 
Rev.  Daniel  Redmond,  Avoca. 
Rev.   Jay  Forbes    Robinson,   Ham- 
burg. 
Mr.  and  Mrs.  A.   H.   Rogers,  Glov- 
ers ville. 
Mr.  and  Mrs.  A.  J.  Rumsey.Batavia 
Rev.   A.   F.   Schauffiev,   D.D.,   New 

York. 
Mr.  P.  D.  Schuyler,  Syracuse. 
Miss  Nettie  A.  Service,  Warsaw. 
Mr.  C.  F.  Sherman,  Mt.  Vernon 
Mrs.   S.   W.   Sherwood,    Cortland. 
Mr.  Robert  Scott,    New  York  City. 
Mrs.   J.    R.    Simmons,    Hammonds- 
port. 
Mr.  W.  Carlvle  Smith,  Oswego. 
Miss  Flora  E.  Smith,  New  York  City. 
Rev.  C.  A.  Spalding,  Middleport. 
Robert  E.  Speer.  New  York  City. 
Mr.  Benjamin  StaiT,  Homer. 
Rev.  George  B.  Stewart,  D.D.,  Au- 

bvirn. 
Mrs.  L.  K.  Stewart,  Buffalo. 
Mr.  and  Mrs.  H.  A.  St.  John,  Ithaca. 
Prof.   Edward   P.   St.   John,  Pratts- 

burg. 
Miss  Anna  E.  Strain,  Niverville. 
Rev.  W.  T.  Taylor,  Albion. 
Mr.  W.  S.  Tavlor,   Jefferson. 
Mr.  Charles  B.  Tefft,  M.D.,  Utica. 
Mr.  George  B.  Thompson.  Lockport. 
Miss  Grace  B.  Tompkins,  New  York 

Citv. 
Rev.    George   H.    Trull,    New   York 

City. 
Rev.  F.  E.  Van  Wie,  Sherman. 
Miss  Mary  Jean  Voak,  Canandaigua. 


Off.cial  List  0}  Delegates 


69s 


NEW  YORK  (Continued) 

Mrs.  Anna  Voego,  Brooklyn. 
Miss   Frances   S.    Walkley,   Univer- 
sity  Blk.,  Syracuse. 
Mr.  Fred  S.  Walts,  Watertown. 
Ml.  Fred  E.  Welshtr,  Gasport. 
Mrs.  W.  W.  Wheeler,  Syracuse. 
Mt-.s   Marv  Whitbeck,    Kinderh<u)k. 
Rev.  William  C.  Whitford,  Alfred. 
Rev.  E.  R,  William,  Arcade. 
Mrs.  C.  H.  Woodworth,  Buffalo. 

NORTH  CAROLINA 

Rev.  R.  M.  Andrews,  Greensboro. 

Miss  Addie  Belle  Barron,  Charlotte. 

Mrs.  A.  C.  Barron,  Charlotte. 

Miss  Dora  Barron.  Charlotte. 

Mr.  and  Mrs.  J.  J.  Bernard,  R'ileigb. 

Miss  Si-llie  Bethvme,  Charlotte. 

Miss  Martha  E.  Blair,  High  Point. 

Mrs.  C.  R.  Boone,  Raleigh. 

^Ir.    T.   M.   Broughton,  Raleigh. 

Mr.  ami  Mrs.  N.  B.  Broughton, 
Raleigh. 

Mr.  Z.  T.  Broughton.  Wilson. 

Mrs.  Simons  Clarkson,  Charlotte. 

Rev.  George  L.  Cook,  Charlotte. 

Prof,  and  Mrs.  George  H.  Crowell, 
High  Point. 

Mr.  George  H.  Crowell,  High  Point. 

Prof,  and  Mrs.  W.  M.  Cundiff,  Si- 
loam. 

Mrs.  R.  T.  Gowan.  Raleigh. 

Rev.  P.  H.  Gwynn,  Charlotte. 

Miss  Fannie  S.  Harris,  Charlotte. 

Miss  Kate  V.  Hprris,  Charlotte. 

Mr.  and  Mrs.  F.  J.  Holloway, 
Raleigh. 

Miss  Edna  Holloway,  Raleigh. 

Mi.ss  Luella  Holloway,  Raleigh. 

Miss  Jessie  Holloway,  Raleigh. 

Mrs.  Mary  J.  Jackson,  Kinston. 

Mr.  Thomas  P.  Johnston,  Jr.,  Salis- 
bury. 

Mr.  and  Mrs.  T.  P.  Johnston,  Salis- 
bury 

Mr.  C.  P.  Lindsay,  Lexington. 

Rev.   r.  Walter  Long.  Dobson. 

Mr   J    R.  Mendenhall,  Greensboro. 

Rev.  R.  A.  Miller,  Lowell. 

Mr.  H.  A.  Moffitt,  High  Point. 

Mr.  W.  D.  Moffitt.  Lexington. 

Mrs.  Henrietta  Phillips.  Kinston. 

Miss  Maud  Reid,  Raleigh. 

Mr.  and  Mrs.  George  W.  Watts, 
Durham. 

Prof,  and  Mrs.  L.  D.  Watson.  Ral- 
eigh. 

Miss  Annie  Worth,  Raleigh. 

NORTH  DAKOTA 

Rev.  R.  J.  Bechtcl,  Cavalier. 

Mr.  and  Mrs.  W.  A.  Caldwell,  Mo- 

nango. 
Mr.  C.  D.  Gambrell,  Wyndmerc. 
Mrs.  Dr.  Grassick,  Buxton. 
Miss  Etta  Haasc,  Hillsb<iro. 


Mrs.  S.  P.  Johnson,  Grand  Forks. 
Mr.  W.  J.  Lean,  Joliette. 
Mrs.  C.  A.  Macnamara,  Fargo. 
Miss  Ida  Macnamara,  Fargo. 
Mr.  John    Orchard,  Fargo. 
Rev.  and  Mrs.  P.  A.  Scott,    Wheat- 
land. 
Rev.  and  Mrs.  C.  F.  Sewery,  Harvey. 
Mr.  V.  E.  Stenerson,  Minot. 
Mr.  George  Trichler,  Niagara. 
Mrs.  A.  D.  Tripp,  Minot. 
Mr.  C.  H.  Wunn,  Cogswell. 

NOVA  SCOTIA     . 

Mr.  and  Mrs.  A.  E.  Blois,  Shuben- 
acadie. 

Miss  Irene  Colquhoun,  Clark's  Har- 
bor. 

Miss  L.  M.  Cokiuhoun,  Clark's  Har- 
bor. 

Mr.  C.  E.  Creighton,  Halifax. 

Principal  R.  A.  Falconer,  D.  Lift., 
Halifax. 

Mr.  Peter  Eraser,  Pictou. 

Mr.  and  Mrs.  J.  C.  Harlow,  Amherst. 

Mr.  H.  L.  Hewson,  Amherst. 

Miss  Ethel  M.  Hiltz,  Dartmouth. 

Mr.  W.  P.  King,  Truro. 

Neil  MacLean,  Sydney  Mines. 

Mr.  and  Mrs.  John  Mowat,  Pictou. 

Mr.  and  Mrs.  Stuart  Muirhead,  Hali- 
fax. 

Mrs.  J.  A.  Silver,  Lunenburg. 

Miss  A.  M.  Smith,  Amherst. 

Miss  Elma  Smith,  Lunenburg. 

Miss  Lolita  M.  Smith,  East  Sydney. 

Miss  Lizette  Smith,  Lunenburg. 

Mr.  Walter  Stewart,  Sydney  Mines. 

Mr.  Alex.  Sutherland,  JForest  Glen. 

Mr.  Harvev  Thome,  Dartmouth. 

Rev.  W.  M.  Tufts,  D.D.,  Steelarton. 

Miss  Marion  Wathen,  Harcourt, 
N.  B. 

Dr.  Frank  Woodbury,  Halifax. 

Rev.   David   Wright,   Springhill. 

Mrs.  W.  A.  Zwicker,  Lunenburg. 

OHIO 

Mr.  E.  G.  Adams,  Plain  City. 

Rev.  IJmest  Boumer  Allen,  Toledo.' 

Miss  Ida  Andrews,  Toledo. 

Rev.  S.  C.  Bates,  Ph.D.,  Harrison. 

Miss  Laura  B.  Bayless,  Wilmington. 

Mr.  Ellsworth  M.  Beard,  Toledo. 

Rev.  R.  R.  Bigger,  Ph.D.,  Massillon. 

Miss  Mary  Bosse,  Loveland. 

Miss  Anna  Caldwell,  Glenville. 

Mrs.  A.  D.  Campbell,  Cleveland. 

Mrs.  C.  E.  Carroll,  Cleveland. 

Miss  Erva  E.  Carver,  Freeport. 

Dr.  and  .Mrs.  R.  W.  Chalfant,  Belle- 
fontainc. 

Miss  Bertha  Christian, 

Dr.  and  Mrs.  Joseph  Clark,  Colum- 
bus. 

Mr.  William  H.  Cline,  Norwalk. 

Miss  Nellie  H.  Copeland,  Columbus. 


696 


Tables  and  Appendtces 


OHIO   (Continued) 

Col.  and  Mrs.  Robert  Cowden,  Day- 
ton. 

Mr.  and  Mrs.  A.  H.  Cross,  Cleveland. 

Rev.  William  M.  Curry,  Lima. 

Mrs.  Phebe  A.  Curtiss,  Columbus. 

Mrs.  M,  H.  Davis,  Toledo. 

Mr.  F.  Diehl,  Woodsfield. 

Mr.  L.  L.  Doud,  Norwalk. 

Miss  Mary  E.  Donaldson,  Cleveland. 

Rev.  and  Mrs.  H.  A.  Dowling,  Co- 
lumbus. 

Rev.  J.  Fletcher  Dver,  Youngstown. 

Mr.  and  Mrs.  F.  H.  Ellenberger, 
Cleveland. 

Mr.  and  Mrs.  W.  A.  Eudaly,  Cin- 
cinnati. 

Miss  Clara  Louise  Ewalt,  Columbus. 

Mr.  A.  D.  Fowler,  New  Lexington. 

Mr.  J.  C.  Fuhr,  Williamsburg. 

Rev.  Levi  Gilbert,  D.D..  Cincinnati. 

Miss  Jeanette  Gill,  North  Lima. 

Mr.  M.  J.  Grable,  Cleveland. 

Mr.  J.  L.  Graham,  Lancaster. 

Mr.  and  Mrs.  C.  T.  Griffith,  Shawnee. 

Mrs.  F.  Harris,  Kennedy. 

Rev.  William  B.  Hartzog,  Cleveland. 

Rev.  John  Clark  Hill,  D.D.,  Spring- 
field. 

Mr.  Wilson  A.  Holmes,  Granville. 

Mr.  Edward  S.  James,  Columbus. 

Mr.  G.  C.  Kelley,  Lima. 

Miss  Mabel  Kelley,  Springfield. 

Rev.  Ellen  R.  King,  Smithfield. 

Rev.  E.  F.  Knickerbocker,  Wooster. 

Mr.   M.  W,  Laird,  Middlefield. 

Mr.  Marion  Lawrance,  Toledo. 

Rev.  E.  S.  Lewis,  D.D.,  Columbus. 

Rev.  Byron  R.  Long,  Ashtabula. 

Mr.  B.  J.  Loomis,  Jeff^erson. 

Miss  Grace  McClurg,  Lima. 

Mr.  John  McGarey,  Xenia. 

Mrs.  Ida  C.  Mannon,  Oregonia. 

Rev.  M.  B.  C.  Mason,  D.D.,  Cin- 
cinnati. 

Mr.  Luther  Mitchell,  Dublin. 

Miss  Anna  C.  Mindling,  Waterford. 

Rev.  and  Mrs.  H.  H.  Monninger, 
Steuben  ville. 

Mr.  and  Mrs.  A.  A,  Moore,  Barber- 
ton. 

Mr.  and  Mrs.  J.  M.  Parker,  Nelson- 
ville. 

Miss  Eliza  H.  Patton. 

Miss  Addie  Persons,  Glenville. 

Rev.  William  A.  Powell,  Toledo. 

Rev.  Gerald  R.  Richards,  Toledo. 

Mr.  W.  H.  Radebaugh,  Lancaster. 

Mr.  and  Mrs.  Stanley  Robinson, 
Cleveland. 

Mr.  James  Schlappi,  Delta. 

Mr.  L.  Schumacher,  Woodsfield. 

Mr.  C.  W.  Shinn,  Columbus. 

Prof.  E.  L.  Shuey,  Dayton. 

Mrs.  S.  H.  Skinner,  Cleveland. 

Rev.  P.  E.  Smoke,  Lorain. 

Mr.  Howard  Spangler,  Clinton. 

Mr.  Fred  Starr,  Toledo. 


Mr.  and    Mrs.  C.  F.  Strecker,  Mari- 
etta. 
Mr.  C.  Lloyd  Strecker,  Marietta. 
Miss  Bessie  Stukey,  Lima. 
Mr.  and  Mrs.  E.  H.  Tussing,Delphos. 
Rev.  William  F.  Weir,  Ashtabula. 
Mr.  J.  B.  Whitney,  Painesvilie. 
Mr.  Edward  L.  Young,  Norwalk. 

OKLAHOMA 

Dr.   L.   Haynes   Buxton,  Oklahoma 

City. 
Miss  Elvira  E.  Clark,  Hobart. 
Miss  Frances  Crocker,  El  Reno. 
Mrs.  S.  H.  Cuthbert,  Kingfisher. 
Miss  May  Oakland  Graham,  Noble. 
Mr.  E.  A.  Lawless,  Deer  Creek. 
Mrs.  Frances  Miller,  Brtile. 
Miss  Nina  F.  Palmer,  Guthrie. 
Mrs.  Dr.  Richardson.  Union  City. 
Mr.  James  A.  Robertson,  Jr.,  Luther. 
Rev.  O.  W.  Rogers,  Medford. 
William  Rogers,  Medford. 

ONTARIO 

Rev.  Dr.  S.  S.  Bates,  Toronto. 

Rev.  J.  R.  Bell,  B.A.,  Laurel. 

Mr.  D.  B.  Best,  Magnetawan. 

Mr.  John  W.  Bickle,  Cobourg. 

Mr.  Ezra  A.  Brown,  Woodstock. 

Rev.  Bernard  Bryan,  Toronto. 

Rev.  R.  N.  Burns,  B.A.,  Brampton. 

Mr.  James  R.  Cavers,  Gait. 

Mr.  Hiram  W.  Chamberlain,  Ottawa. 

Hon.  William  Mortimer  Clark,  K.C., 
LL.D.,  Ontario. 

Mr.  R.  W.  Clarke,  Millbrook. 

Rev.  Canon  H.  J.  Cody,  D.D.,  To- 
ronto. 

Mr.  W.  J.  Dunster,  Kintore. 

Mr.  and  Mrs.  T.  S.  Edwards,  Iro- 
quois. 

Mr.  H.  M.  Fletcher,  Toronto. 

Rev.  R.  Douglas  Eraser,  M.A., 
Toronto. 

Rev.  W.  Frizzell,  Ph.B.,  Toronto. 

Rev.  Canon  Greene,  Orillia. 

Mr.  W.  Hamilton,  Toronto. 

Mr.  and  Mrs.  E.  A.  Hardy,  Toronto. 

Mr.  and  Mrs.  T.  F.  Harrison,  Kings- 
ton. 

Rev.  W.  H.  Harvey,  B.A.,  Brant- 
ford. 

Rev.  W.  E.  Hassard,  B..^.,  B.D.. 
Toronto. 

Rev.  W.  H.  Hincks,  B.A.,  LL.B  . 
Toronto. 

Mr.  J.  R.  Hipwell,  Alliston. 

Mr.  and  Mrs.  Isaac  Hord,  Mitchell. 

Mr.  W.  N.  Hossie,  Brantford. 

Rev.  Fred  E.  Howitt,  Hamilton. 

Mrs.  James  L.  Hughes,  Toronto. 

Mr.  H.  C.  Hunt,  Belleville. 

Rev.  T.  B.  Hyde,  Toronto. 

Mr.  and  Mrs.  J.  A.  Jackson,  Toronto. 

Rev.  W.  Wesley  Jones,  Cloyne. 

Mr.  William  Johnson,  Belleville. 


Ojjicial  List  of  Dclciiatcs 


6y7 


ONTARIO  (CuiUinucd) 

Mr.  E.  J.  Josclin,  Toronto 

Mr.  E.  D.  Lang,  Berlin. 

Rev.  Asher  P.  Latter,  Sudbury. 

Rev     Alex.    MacGillivray,   Toronto. 

Mr.  J.  A.  McCrea.  Guelph. 

Mr.  D.  A.  McDennid,  London. 

Mr.  A.  Mclnnes,  Vankleek  Hill. 

Mr.  William  McRac.  Guelph. 

The  Hon.  Mr.  Justice  J.  J.  Maclaren, 

D.C.L.,  LL.D.,  Toronto. 
Rev.    Robert    Martin,    B.A.,    Strat- 
ford. 
Mr.  H.  P.  Moore,  Acton. 
Mr.  S.  J.  Moore,  Toronto. 
Rev.  J.  W.  Newberrv,  Elcho. 
Rev.  Randolph  F.  Nie,  M.A.,Homcr. 
Mr.  W.  M.  Orr,  Fruitland. 
Mr.  John    A.    Paterson,    K.C..    To- 
ronto. 
Rev.  F.  H.  Perrv.  D.D.,  Toronto. 
Rev.    Joseph    P'hilp,    B.D.,    Ph.D., 

Kincardine. 
Rev.  James  G.  Potter,  B.A..  Peter- 
boro. 

Rev.  John   Potts,   D.D.,  Toronto. 

Rev.  and  Mrs.  J.  J.  Redditt .Toronto. 

Mr.  W.  J.  Scott,  Lancaster. 

Rev.  S.  Sheldon,  Toronto. 

Mr   D.  L.  Sinclair,  Toronto. 

Rev   Wrav  R.  Smith,  Arthur. 

Rev.  W.  Sparling,  D.D.,  Toronto. 

Mr.  O.  B.  Stanton,  Toronto. 

Hon.  J.  W.  St.  John,  Toronto. 

F   Tracv,  B.A.,  Ph.D.,  Toronto. 

Mr.  F.  H.  Torrington,  Toronto. 

Mr.  P.  C.  Trebilcock,  Bowmanville. 

Mr.  Joel  Thumey.  Streets ville. 

Rev.  J.  K.  Unsworth,  Hamilton. 

Mr.  Thomas  Urquhart,  Toronto. 

Rev.  L.  H.  Wagner,  Berlin. 

Rev.  W.  G.  Wallace,  D.D.,  Toronto. 

Mr.  R.  F.  Willis.  Uxbridge. 

Mr.  Thomas  Yellowlees,  Toronto. 

OREGON 

Mr.  .\.  -A..  M..rs?,  Portland. 
PENNSYLVANIA 

Mr.  and  .Mrs.  Charles  S.  Albert, 
Philadelphia. 

Mr.  X.  T.  Arnold,  Ridgway. 

Dr.  George  W.  Bailev,  Philadelphia. 

.Mr.  S.  P.  Barr,  Grove  City. 

Rev.  C.  P.  Bastian,  Littlcstown. 

Miss  Maude  E.  Baumgardner,  Wells 
Tannerv. 

Prof.  William  Beery,  Huntingdon. 

Mr.  James  Riley  Bcrgey,  Doyles- 
town. 

Rev.  and  Mrs.  C.  R.  Blackall,  Phila- 
delphia. 

Rev.  S.  S.  Blough,  Pittsburg. 

Mr.  and  Mrs.  J.  Andrew  Boyd, 
Wilkesbarre. 

Mrs.  S.  J.  Brice,  Philadelphia. 

Mr.  John  S.  Brown,  Warren. 


Prof.  M.  G.  Brumbaugh,  Ph.D., 
Philadelphia. 

Mrs.  Margaret  W.  Bryan,  Philadel- 
phia. 

Mr  William  H.  Benson,  Colhngdale. 

Mrs.  James  W.  Campbell,  Glenshaw. 

Rev.  George  Cavanagh,  South  Wil- 
liamsport. 

Rev.  R.  L.  Clark,  Lancaster. 

Miss  C<jra  N.   Coates,   Philadelphia. 

Mr.  W.  L.  Corrin.  Oil  City. 

Mr.  Percy    L.  Craig,  Newcastle. 

Mr.  Henry  C.  Craner,  Williamsport. 

Rev.  and  Mrs.  R.  Crittenden,  Belle- 
fonte. 

Miss  Florence  H.  Darnell,  Philadel- 
phia. 

Rev.  and  Mrs.  Edwin  H.  Delk, 
Philadelphia. 

Mrs.  D.  F.  Diefenderfer,  Erie. 

Miss    Marion    P.    Dingee,    Philadel- 

Mr.  and  Mrs.  D.  R.  Donald,  Pitts- 
burg. ^ 
Dr.  and  Mrs.  S.  L.  Dreibelbies,  Read- 
ing. 
Mr.  Hermon  Eldredge,  Eric. 
Mrs.  A.  L.  Ent,  Bloomsburg. 
Rev.  R.  L.  Erhard,  Clearfield. 
Miss  E.  H.  Evans,  Norristown. 
Mr.  E.  A.  Feight,  Roaring  Spring. 
Miss     Alice     B.     Feight,     Roanng 

Spring.  ™   T,.    ,, 

Mr.  and  Mrs.  Ale.xander  T.  Fmdley, 

Altoona. 
Miss    Margaret    Flem.ing,    Philadel- 
phia. 
Prof,   and   Mrs.   Eugene   C.   Foster, 

Philadelphia. 
Mr.  J.  Howard  Gerhart,  Telford. 
Mr.  and  Mrs.  S.  E.  Gill,  Pittsburg. 
Rev.   and   Mrs.    Ulysses   S.   Greves, 

Pittsburg. 
Mr.  L.  Morrill  Hainer,  Norristown. 
Rev.  and  Mrs.  L.  W.  Hainer,  Nor- 
ristown. 
Miss  Edith  I.  Haldeman.  Philadel- 
phia. 
Miss  Alice  B.  Hamlin,  Pittsburg. 
Mr.  H.  J.  Heinz,  Pittsburg. 
Rev.    and    Mrs.    Alexander    Henry, 

Philadelphia. 
Miss  Adaline    Henrv,   Philadelphia. 
Mr.  W.  H.  Hirst,  Philadelphia. 
Miss  Katharine  Hoffman,  Lebanon. 
Mr.  Albert  P.  Hughes.  Philadelphia. 
Mr.  Vernon   Hull.   Hillsgrovc. 
Rev.  B.  J.   Hummel,  Clavsville. 
Mr.  J.  C.  Humphrev,  Philadelphia. 
Rev.  Charles   F.   Irwin,  West   Mid- 

dlcscx. 
Mrs.  Margaret  C.  Jackson,  Philadel- 
phia. 
Mr.  and   Mrs.  James  W.   Kinnear, 

Pittsburg. 
Mr.  and  Mrs.  W.  G.  Landes,  Lans- 

downe. 
Dr.    and    Mrs.    Frank    W.    Lange, 
Philadelphia. 


698 


Tables  aiid  Appendices 


PENNSYLVANIA   (Continued) 

Mrs.  D.  W.  Lansing,  Scranton. 

Mr.  William  D.  Laumaster,  Dan- 
ville. 

Mr.  William  C.  Lilley,  Pittsburg. 

Miss  Ermina  C.  Lincoln,  Philadel- 
phia. 

Mr.  and  Mrs.  T.H.  Lippiatt,  Shamo- 
kin. 

Mr.  A.  Lukenback,  Bellefonte. 

Mr.  E.  D.  McCafferty,  Pittsburg. 

Miss  Anna  M.  McClure,  West  Ches- 
ter. 

Rev.  and  Mrs.  Henry  C.  McCook, 
Devon. 

Mr.  and  Mrs.  E.  E.  McCurdy,  Leb- 
anon. 

Mr.  and  Mrs.  Oscar  McCurdy,  Pitts- 
burg. 

Mr.  George   McMillan,  Washington. 

Rev.  J.  W.  Martin,  Ph.D.,  Canton. 

Mr.  D.  H.  Miller,  Kane. 

Rev.  J.  R.  Miller,  D.D.,  Philadel- 
phia. 

Rev.  R.  J.  Miller,  D.D.,  Pittsburg. 

Rev.  Rufus  W.  Miller,  D.D.,  Phila- 
delphia. 

Miss  Elizabeth  Moore,  McCallister- 
ville. 

Hon.  and  Mrs.  Thonaas  H.  Murray, 
Clearfield. 

Rev.  John  H.  Mortimer,  Williams- 
port. 

Rev.  Charles  A.  Oliver,  York. 

Mrs.  William  Patterson,  Philadel- 
phia. 

Rev.  J.  G.  Patton,  Washington. 

Mr.  E".  N.  Phillips,  Coraopolis. 

Mr.  George  May  Powell,  Philadel- 
phia. 

Mr.  and  Mrs.  J.  A.  F.  Randolph, 
Waynesburg. 

Mr.  and  Mrs.  C.  E.  Rauch,  Lebanon. 

Mr.  John  N.  Reseigh,  Pittsburg. 

Rev.  Edwin  Wilbur  Rice,  D.D., 
Philadelphia. 

Rev.  George  W.  Richards,  D.D., 
Lancaster. 

Mrs.  M.  B.  Richardson,  Philadel- 
phia. 

Miss  Helen  Roberts,  Norristown. 

Rev.  W.  H.  Roberts,  D.D.,  LL.D., 
Philadelphia. 

Miss  Martha  E.  Robison,  Lebanon. 

Rev.  M.  M.  Rodgers,  Vanport. 

Mr.  H.  L  Romig,  Beaver  Springs. 

Mr.  William  Rounslev,  Millerstown. 

Mr.  A.   D.  Bailee,  Pittsburg. 

Rev.  William  C.  Shaeflfer,  D.D.. 
Lancaster. 

Rev.  Ambrose  M.  Schmidt,  Belle- 
fonte. 

Mr.  and  Mrs.  William  H.  Scott, 
Philadelphia. 

Miss  Martha  P.  Scott,  Philadelphia. 

Miss   Helen   P.   Scott,   Philadelphia. 

Miss  Dorothy  Scott,  Philadelphia. 

Mr.  John  H.  Scribner,  Philadelphia. 


Rev.  Joseph  Showers,  Claysville. 

Mr.  and  Mrs.  J.  L.  Slater,  Pittsburg. 

Rev.  J.  S.  Stahr,  D.D.,  Lancaster. 

Mr.  Horace  H.  Strunk,  Philadelphia 

Prof.  E.  A.  Smith,  Ph.D.,  Meadville. 

Mr.  Allan  Sutherland,  Philadelphia. 

Rev.  and  Mrs.  Floyd  Tomkins,  Phil- 
adelphia. 

Mr.  and  Mrs.  C.  G.  Trumbull,  Phila- 
delphia. 

Mr.  Rossmau  I.  Vail,  Scranton. 

Prof.  A.  B.  Van  Ormer.  Norwood. 

Rev.  Scott  R.  Wagner,  Allentown. 

Mr.  William  C.  Walker,  Ambler. 

Miss  Elma  L.  Walker,  Ambler. 

Mr.  John  Walton,  Philadelphia. 

Rev.  C.  A.  Waltman,  Blaine. 

Rev.  E.  B.  Walts,  Williamsport. 

Mr.  James  G.  Wiester,  Wilkinsburg. 

Rev.  and  Mrs.  C.  E.  Wilbur,  Pitts- 
burg. 

Mr.  and  Mrs.  Samuel  P.  Wishart, 
Weils  Tannery. 

Rev.  and  Mrs.  James  A.  Worden, 
Philadelphia. 

Mr.  D.  W.  Wvlie,  Piltsbuig. 

Mr.  Samuel  Young,  Pittsburg. 

Miss  Edna  Young,  Pittsburg. 


PRINCE  EDWARD  ISLAND 

Rev.    and    Mrs.    A.     D.    Archibald, 

Summerside. 
Mrs.  E.  R.  Steele,  Alberton. 


QUEBEC 

Prof.  Henry  F.  Armstrong,  Mon- 
treal. 

Mr.  George  N.  Bumie,  Montreal. 

Rev.  Edgar  T.  Capel,  Montreal. 

Mr.  and  Mrs.  J.  H.  Carson,  Montreal. 

Mr.  James  H.  Cayford,  Westmount. 

Miss  Eva  Clark,  Montreal. 

Miss  Laura  Clark,  Montreal. 

Miss  Elsie  May  Cushman,  Hull. 

Mr.  Stewart  W.  Cuthbert,  Montreal. 

Miss  Christina  Davidson,  Montreal. 

Miss  Alice  G.  Davis,  Montreal. 

Mr.  C.  W.  Davis,  Montreal. 

Miss  Agnes  R.  Edwards,  Shcrbrooke. 

Rev.  C.  R.  Hager,  D.D.,  Hongkong, 
China. 

Rev.  T.  A.  Halpenny,  B.A.,  Mon- 
treal. 

Mr.  J.  W.  Huntzberger,  Montreal. 

Mr.  J.  W.  Kilgour,  Beauhamois. 

Mr.  J.  W.   Knox,  M.jntreal. 

Mr.  and  Mrs.  Seth  P.  Leet,  Montreal. 

Mr.  and  Mrs.  J.  R.  Lovvden,  Mon- 
treal. 

Miss  J.  C.  Lowden,   Montreal. 

Rev.  and  Mrs.  W.  W.  McRae,  Dun- 
dee Centre. 

Rev.  Isaac  Norman,  Yarm. 

Miss  S.  A.  Phillips,  Montreal. 

Mr.  William  R.  Price,  Sherbrooke. 

Mr.  A.  W.  Ramsay,  Montreal. 


Official  List  oj  I  >c legates 


699 


QUEBEC   (Continued) 
Rev.    E.    I.   Rexford.    LL.D..    Mon- 
treal. ,  T     T^       >C 

Rev.  William  J.  Shaw,  LL.D..  Mon- 
treal- ,r  T-.        >r 

Rev.  J.  C.  Thomson,  M.D.,  Mon- 
treal. 

Miss  W.  Watson,  Mvstic. 

Pev  George  H.  Wilhams,  Quebec 
City. 

RHODE  ISLAND 

Rev.  Dani'l  L.  Bennett,  Washing- 
ton. 

Mrs   C   E.  Blake.  Bamngton. 

Mrs    Ma'-v  S.  Brown,  Pn)vidence. 

Mr.  and  Mn;.  C.  W.  Calder,  Provi- 
dence. ,      _, 

Mr.  Frederick  P.  Church,  Barnng- 
t.in  Center.  „    ,,  ,      v 

Mr.  and  Mrs.  Charles  M.  Cole,  New- 
Miss  Elizabeth  B.  Gibbs,  Provi- 
dence. 

Mr   M.  T.  Kinvon,  Pawtuckct. 

Rev  George  E.  Lombard.  Wickford. 

Mr.  and  Mrs.  A.  B.  McCrillis.  Provi- 
dence. _, 

Rev.  and  Mrs.  William  Pressey, 
Ashton.  ^         _, 

Miss  Emma  F.  Read.  East  Provi- 
dence. „         „ 

Mr.  T.  W.  Waterman,  East  Provi- 
dence. 

Mr    Albert  Whittord,  Westerly. 

Mr.  Benjamin  Wilbur,  South  Scitu- 

Mn  and  Mrs.  W.  B.  Wilson,  Provi- 
dence. 

SOUTH  CAROLINA 

Miss  Margaret  Anderson.  Rock  Hill. 

Miss  Lottie  Barron.  Rock  Hill. 

Mr  and  Mrs.  D.  L.  Bryan.  Columbia. 

Rev   T.  P.  Burgess,  Edgefield. 

Mrs   M   A.  CarUsle,  Newberry. 

Mr  J.  C.  Cxjrk,  Rock  Hill. 

Mr   B.  W.  Crouch.  Saluda. 

Mr.  and  Mrs.  S.  B.  Ezell,  Spartan- 
burg. 

Miss  Pearl  Fewcll,  Rock  Hill. 

Rev    D.  M.  Fulton.  Darlington. 

Mr   -V.len  J.  Graham.  Crreenville. 

Mr.  I.  W.  Grav,  Woodruff. 

Mr.  S.  C.  Hodges.  Greenwood. 

Miss  Magaret  Hudgens,  Honeaj>ath. 

Prof.  William  T.  Lander,  Green- 
wood. ^        ^,.,, 

Mr  J.  H.  McMurrav,  Fort  Mill. 

Mr  and  Mrs.  J.  P.  McNeill,  Florence. 

Rev.  Will  B.  Oliver,  Florence. 

W.  E.  Pelham.  Newberry. 

Dr.  B.  H.  Rutledge.  Florence. 

Prof.  James  A.  B.  Scherer,  Ph.D., 
LL.D..  Newberry. 

Miss  Lily  Earle  Sadler.  Rock  Hill. 


Rev.  J.  W.  Shell.  Spartanburg.    . 
.Miss  Gertrude  Simpson.  Prosperity. 
Rev   T.  W.  Sloan.  Greenville. 
Mr.  j.  Adger  Smyth.  Jr..  Pelzer. 
Rev   J    M.  Steadman.  Gaffney. 
Miss  -Mamie  Steele.  Rock  Hill. 
Rev  James HenlevThornwell.D.D.. 

Fort  Mill. 
Miss  Nannie  Thornwell,  Fort  Mill. 
Miss  Roberta  Wardlaw,  Darlington. 
Mr    Edward  A.  Wavne.  Columbia. 
Rev    W.  E.  Wilkins.  Columbia. 
Mr.  R.  Evans  Wylie,  Lancaster. 
Miss  Juanita  Wylie,  Lancaster. 

SOUTH   DAKOTA 

Mr    D    D.  Frederick,  Siou.K  Falls. 
Mr   W   G.  Frederick.  Sioux  Falls. 
Mr.  T.  H.  Hagen,  Huron. 
Rev    and  Mrs.  F.  P.  Leach,  Siou.x 

Falls. 
Miss  Olive  M.  Leach,  Sioux  rails. 
Mr.  Charles  N.  Madeen,  Center\-ille. 

TENNESSEE 

Re,..  James  Atkins,  D.D.,  Nash- 
ville. ,,         ,  . 

Miss  Jennie  Anderson,  Memphis. 

Mr  J.  E.  Annis.  Chattanooga. 

Rev.  George  O.  Bachman,  Go(xi- 
lettsville. 

Miss  Nellie  Behm,  Chattanooga. 

Mr.  and  Mrs.  George  W.  Boddie, 
Gallatin. 

Miss  Martha  Briggs,  Memphis. 

Mr   William  K.  Brother.  Knoxville. 

Mr   R   W.  Caldwell,  Gallatin. 

Miss  Lidie  M.  Carr.  Memphis. 

Miss  Narcie  M.  Carr.  Memphis. 

Miss  Guinn  Gate.  Chattanooga. 

Mr.  and  Mrs.  John  T.  Chandler. 
Slemphis. 

Rev   O.  T.  Finch,  Memphis. 

Miss  Corena  Flinn,  Chattanooga. 

Rev   and  Mrs.  H.  M.  Hamill,  Nash- 

^■iile-  .  ,    ^^ 

Miss  Glennie  Headnck.Chattanooga. 
Miss  Marv  E.  Herron,  Memphis. 
Rev.  William  S.  Jacobs.  Nashville. 
Miss  Grace  Johnson.  Memphis. 
Miss  Mary  Lake,  Memphis. 
Mr   E    E.  McDavid,  Finley. 
Rev    John  A.   McKamy.  Nashville. 
Mr    J.   W.   .McKinney,   Memphis. 
Alfrei  D.  Mason,  Memphis. 
Rev    A.  J.  Meaders.  Dyersburg. 
Mr   H    R.  .Mo'jre.  Huntland. 
Miss  Lvda  C.  Moore.  Memphis. 
Miss  Mamie  Moore.  Gallatm. 
Mr   George  W.  Pardue.  Gallatin. 
Mr  W.  W.  Pardue.  Gallatin. 
Mr  and  Mrs.  W.  H.  Raymond.  Nash- 

^•'lle-  ^   „     - 

Mrs.  Rufus  Reese.  Gallatin. 
Mr.    Charles   W.    Rogers,    McMinn- 

ville. 
Mrs.  W.  F.  Roush,  Memphis. 


Tallies  and  Appendices 


TENNESSEE   (Continued) 

Mr.  and  Mrs.  W.  C.  Sharon,  Chat- 
tanooga. 

Miss  Elizabeth  Shields,  Memphis. 

Mr.  and  Mrs.W.  F.  Trousdale,  Nash- 
ville. 

Miss  K.  Trimple,  Nashville. 

Rev.  and  Mrs.  I.  J.  Van  Ness,  Nash- 
ville. 

TEXAS 

Mr.  John  M.  Allardyce,  San  Antonio. 

Mrs.  F.  G.  Baldwin,  Dallas. 

Mr.  Marvin  Blacknion,  Terrell. 

Miss  Laura  Bouldin,  Fort  Worth. 

Mr.  and  Mrs.  W.  G.  Breg,  Dallas. 

Miss  Laura  Conner,  Fort  Worth. 

Mr.  W.  M.  Crow,  Dallas. 

Mr.  and  Mrs.  W.  L.  Diamond,  Dallas. 

Mr.  J.  Farley,  Dallas. 

Miss  Bessie  Farlev,  Dallas. 

Mrs.  E.  M.  Goode,  Dallas. 

Mrs.  Heard,  San  Antonio. 

Miss  E.  Alice  Holman,  San  Antonio. 

Miss  Ida  B.  Holman,  San  Antonio. 

Miss  Florence  M.  Hubbard,  Dallas. 

Mrs.  Nellie  Jameson,  San  Antonio. 

Mr.  and  Mrs.  Charles  D.  Meigs,  Dal- 
las. 

Miss  Sarah  L.  Nicholas,  White- 
wright. 

Mrs.  W.  Quebedeaux,  Austin. 

Mr.  J.  M.  Ramsey,  Austin. 

Miss  Jessie  Ramsey,  Austin. 

Miss  Harriet  L.  Ransom,  Dallas. 

Mr.  Claude  D.  Scott,  Dallas. 

Miss  Minnie  Threadgill,  Waco. 

Mr.  W.  N.  Wiggins,  San  Antonio. 

Miss  Beulah  M.  Wiggins,  San  An- 
tonio. 

Miss  Ada  Willeford,  Seguin. 

Miss  Lena  Williams,  Salado. 

Miss  Margaret  Williams,  Salado. 

UTAH 

Mr.  L.  M.  Gillilan,  Salt  Lake  City. 
VERMONT 

Mr.  C.  S.  Andrews,  Ban-c. 

Mr.  A.  A.  Aseltine,  Enosburg  Falls. 

Rev.  Robert  J.  Barton,  Greensboro. 

Rev.  J.  S.  Brown,  Manchester  Cen- 
ter. 

Miss  Anna  Byington,  Charlotte. 

Mr.  D.  M.  Camp,  Newport. 

Rev.  and  Mrs.  E.  M.  Fuller,  Bur- 
lington. 

Mr.  and  Mrs.  J.  A.  Greenwood, 
Chester. 

Rev.  W.  T.  Miller,  Grand  Isle. 

Mr.  Frank  A.  Morse,  West  Rutland. 

Mr.  G.  F.  North,  Burlington. 

Mr.  M.  P.  Perley,  Enosburg  Falls. 

Mr.  J.  W.  Poineroy,  Enosburg  Falls. 

Mr.  Thomas  Rose,  Burlington. 

Rev.  G.  W.  Woodall,  D.D.,  Pitts- 
ford. 


VIRGINIA 

Mr.  and  Mrs.  J.  W.  Borum,  Norfolk. 

Miss  Jean  Patton  Cameron,  Goshen. 

Mr.  and  Mrs.  DeWitt  Crane,  New- 
port News. 

Miss  Grace  G.  Davis,  Staunton. 

Mr.  B.  A.  Deffenbaugh,  Long  Glade. 

Mr.  and  Mrs.  C.  J.  Dorr,  Newport 
News. 

Miss  Ella  J.  Firebaugh,  Rockbridge 
Baths. 

Mr.  W.  C.  Garvin,  Martinsville. 

Mr.  J.  W.  Grandy,  Norfolk. 

Miss  Ella  C.  Hahn,  Newport  News. 

Mr.  John  A.  Jones,  Long  Glade. 

Mr.  and  Mrs.  J.  R.  Jopling,  Dan- 
ville. 

Mr.  A.  Lee  Knowles,  Staunton. 

Mr.  Kinzlev  G.  Knowles,  Staunton. 

Rev.  T.  H.  Lacey,  D.D.,  Blackstonc. 

Miss  Edithe  Lam,  Lexington. 

Rev.  and  Mrs.  R.  A.  Lapsley,  Ash- 
land. 

Mr.  and  Mrs.  R.  E.  Magill,  Rich- 
mond. 

Miss  Mary  Moore,  Lvnchburg. 

Rev.  A.  L.  Phillips,  D.D.,  Rich- 
mond. 

Mr.  and  Mrs.  George  L.  Stevens, 
Norfolk. 

Miss  Pearl  Tcter,  Goshen. 

Mrs.  J.  H.  Valentine,  Richmond. 

Miss  Myra  A.  Vendegrift,  Newport 
News. 

Miss  Agness  Van  Lear,  Lipscomb. 

Rev.  H.  A.  Young,  Goshen. 


WASHINGTON 

Prof,    and    Mrs.     H.    T.    Coleman, 

Spokane. 
Mr.  W.  Ralph  Coolev,  Spokane. 
Rev.  W.  O.  Forbes,  Portland,  Ore. 
Mr.  James  Lvnch,  Seattle. 
Rev.  W.  C.  Merritt,  Tacoma. 
Rev.    George    R.    Vamey,    Belling- 

ham. 

WEST  VIRGINIA 

Mr.  J.  C.  Bardall,  Moundsville. 

Rev.  and  Mrs.  Earle  A.  Brooks, 
Waverly. 

Miss  Pattie  Campbell.  Longacre. 

Miss  Mayme  Charlton,  Mannington. 

Miss  Ora  Dent,  Mannington. 

Mr.  Thomas  Evick,  Ceredo. 

Mr.  W.  H.  Gilmorc,  St.  Cloud. 

Miss  Martha  V.  Graham,  Wheeling. 

Miss  Elizabeth  M.  Harlan,  Manning- 
ton. 

Mr.  and  Mrs.  E.  B.  Hawkins,  Fay- 
ette ville. 

Mr.  Myron  Hubbard,  Wellsburg. 

Miss  Louise  P.  Hubbard,  Wheeling. 

Dr.  and  Mrs.  C.  Humble,  Parkers- 
burg. 

Miss  Ada  C.  Jepson,  Wheeling, 


Official  lAsi  of  Dclci^aU-s 


701 


WEST  VIRGmiA    (Continued) 

Miss  Anna  Frances  McCuskey,  Wav- 

erly. 
Rev.  T.  Marcellus  Marshall,  Stout's 

Mills. 
Miss  Ada  Morgan,  Mannington. 
Mr.  and  Mrs.  L.  W.  Nuttall,  Xut- 

tallbxxrg. 
Rev.  Oscar  Lee  Owens,  Mannington. 
Rev.  X.  A.   Parker,  Green  Sulphur 

Springs. 
Daniel    B.  Purinton,  Ph.D.,    LL.D.. 

Morgantown. 
Dr.  M.  M.  Reppard,  Middleboume. 
Rev.  W*.  J.  Rutherford.  St.  Mans. 
Mr.  W.  C.  Shafer.  Wheeling. 
Miss  Bird  Stage,  Eureka. 

wiscoNsm 

Mrs.  H.  E.  Andrews,  Portage. 
Mrs.  S.  H.  Anderson,  Appleton. 
Mr.  C.  H.  Blom,  Sheboygan. 
Mrs.  Nellie  Bowstead,  Milwaukee. 
Miss  Blanch  Crow.  Evansville. 
Mr.  and   Mrs.   Luther  Davies,  Osh- 

kosh. 
Mrs.  H.  L.  Day,  Eau  Claire. 
Miss  Xellie  Gist,  Sheboygan. 
Mr.  and  Mrs,  F,  Gasser,  Prairie  du 

Sac. 


Mr.  T.  M.  Hammond,  Milwaukee. 

Mr.  R.  O.  Irish,  Fond  du  Lac. 

Mrs.  C.  P.  Jaeger,  Portage. 

Mrs.  H.  G.  Lewis,  Portage. 

Miss  NL  E.  McCumber,  Fond  du  Lac. 

Mrs.  J.  W.  Morgan,   Evans\-ille. 

Mr.  Frank  Proctor,  Eau  Claire. 

Mr.  and  Mrs.  Carroll  QuiTiby,  She- 
boygan. 

Miss  Miriam  Ritchey,  Portage. 

Mrs.  J.  H.  Ritchey,  Portage. 

Mrs.  J.  H.  Rogers.  Portage. 

Mrs.  WiUiam  S.  Ross,  Mineral 
Point. 

Mr.  and  Mrs.  E.  D.  Stacy.  Beaver 
Dam. 

Mr.  W.  H.  Weber,  Menomonie. 

FOREIGN 

Rev.  Carey  Bonner,  London,  Eng- 
land. 

Rev.  Edward  Brown,  Aberdeen, 
Scotland. 

Rev.  T.  Rowatt  Brown,  Bigger, 
Scotland. 

Rev.  Archibald  Forder,  Jerusalem. 
Palestine. 

Rev.  Chauncey  Murch,  Luxor, 
Egypt. 


Colored  Delegates  Who  Attended  the  Toronto  Convention 


ALABAMA 

Mr.  W.  T.  Breeding,  Montgomery. 
Rev.  C.  L.  Fisher,  Birmingham. 
Rev.  J.  S.  Jackson,  Birmingham. 
Rev.  S.  F.  Kingston,  Selma. 
Mr.  J.  E.  Lawrence,  Montgomerv. 
Dr.  W.  H.  .MLxon,  Selma. 
Rev.  X.  X.  Xealy,  Montgomery. 
Rev.  E.  J.  Penney,  D.D..  Tuskegee. 


GEORGIA 

Rev.  G.  W.  Arnold.  Atlanta. 
Prof.  A.  J.  Davis,  Atlanta. 
Miss  Ella  E.  Davis,  Atlanta. 
Miss  Cora  Findlay,  Atlanta. 
Miss  Birdie  Ford,  Atlanta. 
Mr.  W.  R.-Gray,  Atlanta. 
Miss  Julia  Howard,  Atlanta. 
Miss  Rhohena  Jones,  Atlanta. 
Miss  Elessie  Landrum,  Atlanta. 
Miss  Ella  Landrum,  Atlanta. 
Miss  Hattie   >L  Landrum,  Atlanta. 
Miss  Katie  B.   McClendon,  Atlanta. 
Prof.  W.  B.  Matthews.  Atlanta. 
Mrs.  Clara  T.  Ma.xwell,  Decatur. 
Miss  Jessie  McHenr\-,  Atlanta. 
Miss  C.  F.  McHenr>-,  Atlanta. 
Prof.  James  L.  Murray,  Albany. 
Miss  M.  Belle  Paschall.  Atlanta. 
Prof.  I.  Garland  Penn,  Atlanta. 
Prof.  M.  W.   Reddick.  Americus. 
Miss  Birdie  Thomas,  Atlanta. 


Miss  Carrie  Thomas,  Atlanta. 

Mr.  R.  G.  Witherspoon,  Augusta. 

NORTH  CAROLINA 

Miss  Minnie  E.  Amey.  Durham. 

Miss  Julia  A.  Amee,  Goldsboro. 

Miss  Emma  E.  Andrews,  Williams- 
ton. 

Prof.  B.  R.  Coward,  Kinston. 

Major  J.  Elmer  Dellinger,  Greens- 
boro. 

Dr.  J.  B.  Dudley,  Greensboro. 

Prof^  H.  E.  Hagans,  Goldsboro. 

Rev.  S.  B.  Hunter,  Kinston. 

Miss  Julia  A.  Latta,  Durham. 

Dr.  A.  M.  Moore,  Durham. 

Prof.  George  W.  M™jre,  Raleigh. 

Prof.  W.  G.  Pearson.  Durham. 

Mr.  D.  W.  Perkins,  EUzabeth  City. 

Prof.  L.  R.  Randolph,  Washingon. 

Miss  Xita  D.  Rogers,  Raleigh. 

Dr.  James  E.  Shepard.  Durham. 

MissK.  Waddell  Telfair.  Wilming- 
ton. 

Rev.  A.  B.  Vincent.  Raleigh. 

Dr.  J.  A.  Whitted,  Raleigh. 

Miss  Pearl  Whitted,  Durham. 

SOUTH  CAROLINA 

.Mr.  Robert  F.  Bowler.  Orangeburg. 
Prof.  R.  E.  Brogdon.  Manning. 
Mr.  D.  L.  Brvan,  Columbia. 


702 


Tables  a)id  Appendices 


SOUTH  CAROLINA   (Continued) 

Rev.  D.  W.  Bythewood,  Beaufort. 

Miss  Nettie  C.  Crockette,  Chester. 

Rev.  F.  Y.  Dendy,  D.D.,  Marion. 

Mr.  James  W.  Eichelberger,  Jr., 
Rock  Hill. 

Rev.  Augustus  U.  Frierson,  D.D., 
Sumter. 

Rev.   I.    H.   Fulton,    Orangeburg. 

Prof.  C.  G.  Garrett,  Columbia. 

Prof.  E.  G.  Jones,  Sumter. 

Rev.  R.  F.  Lee,  Barnwell. 

Rev.  R.  A.  Madison,  Charleston. 

Rev.  J.  B.  Middleton,  D.D.,  Dar- 
lington. 


Mr.  J.  S.  Stanback,  Chester. 
Miss  A.  Lucille  Stewart,  Manning. 
Rev.  J.  H.  Walker,  Bamberg. 
Rev.  J.  C.  Williams,  Sumter. 

TENNESSEE 

Rev.  C.  H.  Clark,  D.D..  Mt.  Olive. 
Rev.  W.  S.  Ellington,  Nashville. 

VIRGINLA 

Mr.  W.  P.  Burrell,  Richmond. 
Rev.  D.  Webster  Davis,  A.M.,  D.D., 

Richmond. 
Rev.  John  J.  Smallwood,  Claremont. 


RECAPITULATION   OF   ENROLLMENT 

Numberof  states,  provinces,  territories  and  countries  represented     .  60 
(Those    not    represented   were:     Central    America",    Cuba,    Hawaii, 
Mexico,    Montana,    Philippines,    Porto   Rico,    Saskatchev>-an 

and  Wyoming) 9 

Number  of  states  and  provinces  having  full  delegations 28 

Number  of  religious  denominations  represented 30 

Accredited  delegates,  officers  and  speakers 1,9^3 

Fraternal  delegates  from  abroad 5 

Total  delegates  present i  ,988 

Visitors,  not  including  Toronto  (six  states  estimated) 1,012 

Grand  total 3,ooo 

Men  enrolled,  1,120;   women  enrolled,  868. 

Official  position  of  those  present : 
International  officers,  including  out-going  and  in-coniing  commit- 
teemen   95 

State,  provincial  and  territorial  officers S28 

Paid  state  and   provincial  workers,  about   (including  every  General 

Secretary  but  one) 1°° 

Pastors 318 

Superintendents 3Si 

Other  officers       2S2 

Teachers  . 856 


THE    INDEX 

For  State,  Provincial  and  Territorial  Index,  see  page  71* 


Subjects 


Ad uU  classes:  Conference,  632;  Mc- 
Kenzie  Cleland,  6.52;  addresses, 
tM2;  the  adult  departnient,  599; 
adult  Bible  class  movement,  642. 

Advanced  course-.  Article  by  J.  R. 
Sampey.  S6;  action  at  Denver, 
1902,   107;  the  vote  at  Toronto, 

40  >-  .    . 

American  Sunday-School  Union, 
The:  History  and  work.  5S6;  sug- 
gested  hrsi  national  convention, 

Asbury  Park,  N.  J.,  summer  school, 

Associations:   State,  provincial  and 

territorial,  with  portraits,   504. 
Auditing  committee,  report  ol,  403. 

Banner  on  new  heights.  The,  412. 

Bible  Class  Work  for  Men,  275. 

Bible,  The:  The  best  selling  book 
on  earth,   06. 

"  Bobby  Wild  Goose  and  his 
ragged    regiment,"  4. 

Books  you  should  know,  646. 

British  Sunday-School  Union:  His- 
tory and  work,  558. 

Building  headiiuarters,  Sunday- 
School:  A  temple  unto  the  Lord, 
— picture,  652  (see  also.  403,  417)- 

Child  nature  and  the  Sunday- 
school,  628. 

Children's   mass   meetings,    399. 

Chinese  workers'  conference,  624. 
Addresses;  J.  C.  Thompson,  625; 
Geo.  Ewing,  625;  Mrs.  E.  D. 
Hall,  625;  Joseph  Henderson, 
62s;  Rev.  Thos.  Paton,  626;  Rev. 
A.  B.  Winchester,  626;  Rev.  Dr. 
Hager,  626;  Rev.  W.  H.  Lingle, 
626;    T.    Humphries,    626. 

Clifton,  Mass.:  Summer  home  of 
Mr.  W.  N'.  Hartshorn,  352;  place 
of  the  Clifton  conferences,  352. 

Commission  to  visit  various  parts  of 
the  field,  4iC>. 

Conferences,  The:  Pastors'  confer- 
ence, 593;  superintendents'  con- 
ference, .S09;  primary  department 
conference.  611;  home  depart- 
ment conference,  611;  temper- 
ance work  conference,  619;  Chi- 
nese workers'  conference,  624; 
field  workers'  conference.  626;  ele- 
mentary institute,  628;  adult 
classes,  632. 

Constituency:    Sketches    of    state, 
provincial   and   territorial   organ- 
izations, with  portraits,  504. 
Conventions,     Sunday-school:     The 
convention  idea,  92;  national  and 


international  conventions,  97 ; 
world's  conventions,  113;  asso- 
ciation conventions  during  the 
triennium,  422;  convention  city 
for  1 90S,  Louisville  selected,  406. 
Creed  of  the  Sunday-school:  My 
creed  as  to  the  Sunday-school, 
Pres.   E.   Y.  MuUins,  425.  47 1- 

Delegates,   official  list  of,   685. 

Denominational  relations:  Relation 
of  the  International  Sunday- 
school  Association  to  denomina- 
tional work.  500;  important  reso- 
lutions adopted   at   Clifton.    502. 

Development  of  the  Sunday-school, 
416,  403. 

Early  leaders  in  Sunday-school 
work.  24. 

Editorial  Association,  The  Sunday- 
school,  560;  officers,  xviii. 

Education:  The  Sunday-school  as 
an  educational  force,  174  (see 
also,  1S5,  T90,  197,  201,  206,  238); 
the  department  of,  5S4;  commit- 
tee on,  427;   report.  4S6. 

Elementary  Institute.  628;  begin- 
ners, primary  and  junior  divi- 
sions, addresses,  (\M  . 

Eleventh  International  Convention: 
President's  opening  address,  iiy; 
addresses  of  welcome,  1 20 ;  respon- 
sive addresses.  129.  Addresses: 
Historic  View  of  the  Sunday- 
school,  1 38;  Relation  of  the  Reli- 
gious and  Secular  Press  to  the 
Sunday  school,  144;  Our  Debt 
to  the  Old  Guard,  151;  A  For- 
ward Look  for  the  Sunday-school, 
164;  The  Sunday-school  as  an 
Educational  Force,  174'.  Relation 
of  the  Sunday-school  to  the 
Public  Scho.ol.  185;  Relations  of 
the  Sunday-school  to  the  Univer- 
sity, 190;  The  Sunday-school  and 
the  Minister's  Training,  197;  The 
Relation  of  the  Teacher  to  the 
Curriculum,  201;  Teacher  Train- 
ing. 206;  The  Army  of  the_  Fu- 
ture; or,  After  Enlistment,  What? 
JI2;  Reverence  in  the  Sunday- 
.school.  219;  The  Supplemental 
l/csson,  226;  Place  and  Power  of 
Memorized  Scripture.  230;  Train- 
ing and  Developing  Teachers,  238; 
Individuality  and  Heredity  in 
the  Sundav-school,  240:  The  Sun- 
day-schot)l  as  an  Evangelistic 
Force,  246;  The  Age  of  Spiritual 
Awakening,  253;  Evangelistic 
Work,  259;  The  Message  of  the 


704 


The  hidcx 


Home  Department  of  the  Sunday- 
school.  261 ;  The  I.  B.  R.  A.,  265 ; 
Bible  Class  Work  for  Men,  275; 
Organized  Sunday-school  Work  in 
the  City,  279;  The  Negro  in  the 
Sunday-school  Movement,  282; 
The  Problein  of  the  Negro,  290; 
The  Sunday-school  and  the 
Church  as  a  Solution  of  the  Negro 
Problem,  293;  Frontiers,  Old 
and  New,  349;  The  Sunday- 
school  and  Home  Missions,  353; 
A  Plea  for  Egypt,  359;  The  Rela- 
tion of  the  Sunday-school  to  the 
Third  Deliverance  of  Ishmael, 
363;  The  Duty  of  Young  Amer- 
ica to  Young  Japan,  367;  The 
Sunday-school  and  the  Great 
Commission,  373;  The  Man  with 
the  Hainmer,  382.  Minutes  of  the 
Convention:  Committee  on  nomi- 
nation, 395;  report,  397,  401; 
letter  from  the  Lord  Bishop  of 
Toronto,  395;  reports  of  officers 
and  committees,  397;  the  lesson 
committee's  report,  397;  debated, 
400;  Dr.  Tyler's  motion,  400; 
action  on  advanced  lessons,  401; 
Professor  Hamill's  motions,  400, 
401 ;  Hon.  Justice  Maclaren  elected 
president,  397;  expressions  of 
sympathy  for  Mr.  J.  R.  Pepper 
and  Mrs.  W.  N.  Hartshorn,  397; 
the  conferences,  398 ;  mass  meet- 
ings for  the  children,  399;  Sun- 
day services,  400 ;  report  on  Ex- 
ecutive Committee's  report,  402; 
report  of  auditing  committee,  403. 
Pledges  for  1905-1908:  taken, 
404;  the  list,  659;  praise  for  Dr. 
Torrington  and  Mr.  Fletcher,  404 ; 
the  work  in  Japan,  405;  invita- 
tions for  1 90S,  405;  Louisville 
selected,  405;  committee  on  ill- 
ness of  E.  C.  Stretch,  405;  death 
of  Mr.  Stretch  reported,  493;  elec- 
tion of  Mr.  W.  N.  Hartshorn  as 
chairman  of  the  Executive  Com- 
mittee announced,  407;  commit- 
tee on  resolutions  appointed,  407  ; 
report,  407;  contribution  for 
Archibald  Forder's  work,  409; 
addressees  of  W.  N.  Hartshorn  and 
E.  K.  Warren,  409;  closing  serv- 
ice of  the  convention,  410.  The 
reports:  Executive  Committee, 
411;  general  secretary,  418;  treas- 
urer, 435;  primary  and  junior 
secretary,  454;  teacher-training 
secretary,  465;  the  home  depart- 
ment, 472;  work  among  the  ne- 
groes, 478;  our  neighbor,  Mexico, 
481;  committee  on  education, 
486;  committee  on  theological 
seminaries,  489;  West  Indies  com- 
mission. 490;  committee  on  obit- 
uaries,  492;  lesson  committee,  494. 
Evangelistic  work,  259  (see  also, 
246,  253). 


Executive  Committee,  The:  Por- 
traits and  sketches,  317;  work 
and  organization  of,  565;  report, 
397;  report  of  committee  on, 
402. 

Exposition,  The  Sunday-school, 
391 ;   Dr.  Blackall  thanked,  408. 

Field    workers,    International,    por- 
traits and  sketches,  341. 
Field    workers'   conference:     E.    A. 

Fox,  626;    Pres.  E.  M.  Fergusson, 

626;     W.    C.    Pearce,    626,    628; 

Joseph   Clark,  627;    C.   D.  Meigs, 

,628;    J.  H.  Engle,  628. 
Field  workers'  department,  580. 
Fifty   thousand   dollars   a   year  for 

International  Sunday-s  c  h  o  o  1 

work,  416,  402. 
First      Sunday-schools,      The        In 

North    America,    94;     in    foreign 

countries,   113. 
Foreword,  iii. 

General  Secretary:    Report,  418. 
Genesis  of  the  International  Sunday- 
school  Lesson,  37. 
Grading:  Quaint  ideas  in  early  days. 


Heart  and  leadership  of  the  church, 
413. 

Historic  view  of  the  Sunday-school, 
138. 

Home  Department:  Home  class 
work  first  mentioned,  1881,  103; 
indorsed.  1890,  104  (see  address 
by  Rev.  S.  W.  Dike,  261);  report 
of  Dr.  W.  A.  Duncan,  chairman, 
472;  the  Vermont  idea,  475;  in 
Bohemia,  475;  conference,  611. 
Addresses:  C.  D.  Meigs,  611; 
Mrs.  Phoebe  Curtiss,  612;  Mrs. 
J.  R.  Simmons,  61  s;  Mrs.  Flora 
V.  Stebbins,  613;  E.  W.  Hal- 
penny,  615;  E.  C.  Knapp,  615 
T.  C.  Gebauer,  616;  C.  E.  Hauck 
617;  W.  G.  Landes,  617;  J.  A 
Worden,  618;  article  by  W.  A 
Duncan,    574. 

House-to-house  visitation:  London, 
England,  canvassed  in  1856,  15; 
house  visitation  to  reach  the  un- 
reached,   577. 

Incorporation,  402,  416. 

Infant  schools  flourishing  in  1820, 
1 2. 

Interdenominational  work  under- 
taken in  1 881.  103. 

International  Bible  Reading  Asso- 
ciation, 265,  427. 

International  Sunday-school  Asso- 
ciation, The,  117;  change  of 
name  from  convention,  402;  a 
vast  army  of  workers,  421;  what 
it  stands  for,  656. 

Invitations  for  1908,  405. 


Subjects 


705 


Japan,  The  work  in,  405. 
Jerusalem:      The     World's     Fourth 
Conveotion,  1904,   115. 

Lesson  Committee,  The'  At  work, 
46;  the  lesson  committee  ac- 
count, 1002-IQ05,  448;  report  of, 
.5Q7,  41)4;  debate  on  report,  400, 
401. 

Lesson  editors,  portraits  and 
sketches,  342. 

Map  of  the  eleven  international 
districts,  316. 

Mexico:  An  open  door  for  Sunday- 
school  work,  42S;  fund  for  work 
in,  44y;  work  in  Mexico,  report  of 
Mrs.  Mary  Foster  Bryner for  1902- 
1905,  48 1 ;  national  convention  of 
1905.  636. 

Milan    to   Jerusalem,    From,    113. 

Muster  Roll  of  Heroes,  From  Our, 
address,  H.  C.  McCook,  24. 

National  and  international  conven- 
tions, 97. 

Negroes,- Work  among  the:  S.  X. 
Floyd  and  L.  B.  Maxwell  elected, 
106;  the  negro  in  the  Sunday- 
school  movement,  282;  the  prob- 
lem of  the  negro,  290;  the  Sun- 
day-school and  church  as  a  soki- 
tiin  (jf  the  negro  problem,  293; 
review  of  the  work, 1902-1905,424; 
report  of  work,  1903-1905,  478; 
Dr.  Shepard,  478;  action  of  the 
central  committee  at  Clifton,  480. 

Nineteenth  Centurv  Sundav-school, 
The,  7. 

Obituaries:  Committee  on,  report, 
492. 

Official  Register:  officers  of  the  con- 
vention, xi;  Executive  Committee, 
xii;  executive  organization,  xiii; 
sub-committees  xiv;  lesson  com- 
mittee, XV ;  elementary  council, 
xvi;  field  workers'  association, 
xviii;   editorial  association,  xviii. 

Old  Guard,  Our  Debt  to  the,  151. 

Organization  and  methods:  general 
organization  of  the  international 
work,  and  committees,   565. 

Organization.  Triennial  statistical 
report  of,  673. 

Other  lesson  courses  of  the  period, 
89;  the  Blakeslee  lessons,  89; 
Y.  M.  C.  A.  course,  90;  Chicago 
University  inductive  studies,  90. 

Pastors'  conference,  59?. 
Pledges,  1905-1908,  659. 
Presidents  of  the  United  States  en- 

ilorse  the  Sunday-school,  10,  103. 
Primary     Department :       organized 

primary     work,     18  70- 190  5,      19; 

first    primary    teachers'    meeting, 

J 9;    Newark  Primarv  Union,   19; 

national    and    international    pri- 


mary union  organized,  20;  incor- 
porated with  International  Asso- 
ciation, 21;  olficers,  1884-1905, 
22;  change  in  plan,  22,  455;  the 
elementary  council,  22;  begin- 
ners' course,  82;  report  of  secre- 
tary at  Toronto,  454;  primary 
unions  and  their  work,  455; 
teacher-training  course,  457; 
schools  of  methods,  459;  supple- 
mental lesson  outlines,  4O0;  grad- 
ing, 461;  statistics,  462;  depart- 
ment relations,  464;  work  of  the 
priniar^^  and  junior  department, 
570  (see  Elementary  Institute, 
628);  a  primary  and  junior  union, 
579. 

Program,  O.'ficial,  677. 

Progress  and  prophecy,  an  inter- 
pretation, 108. 

Publishing  Committee,  The,  iv. 

Raikes,  Robert,  and  the  Eighteenth 
Century,  i ;  founder  of  the  mod- 
ern Sunday-school,  1780,  i ;  death 
in  181 1,  s;  three  features  of  his 
school,  8;  portrait,  635. 

"  Ragged  Schools  ":  Dr.  Lyman 
Beecher  one  of  the  first  to  break 
away  in  America,   9. 

Related  organizations,  556. 

Relation  of  the  Secular  and  Reli- 
gious Press  to  the  Sunday-school, 
144- 

Religious  Education  Association, 
563. 

Reports  of  officers  and  committees, 
41 1. 

Reservoir,  A  Sunday-school,  412. 

Resolutions:  Committee  appointed, 
407 ;    report,  407. 

Reverence  in  the  Sunday-school,  219. 

School  of  Methods,  West  Virginia, 

195- 

Searcey,  Ark.,  summer  school,  423. 

Second  Presbyterian  Church,  In- 
dianapolis, where  the  uniform  les- 
son  system   was   adopted,    1872, 

lOI. 

"  Sooty  Alley,"  where  Sunday- 
school  boys  were  first  gathered,  3. 

Statistics:  Sunday-school  statistics 
of  North  America,  432;  what 
they  show,   433. 

Summer  schools  and  district  con- 
ferences, 423;  the  development 
of,  586. 

Sunday-school  statistics,  669;  tri- 
ennial statistical  report,  670; 
triennial  report  of  organization, 
673;  Sunday-school  statistics  of 
all  nations.  676. 

Sunday-school,  The,  opposition  to 
in  the  early  days,  5,  9;  numbers, 
1826-1905,  7;  members,  1826- 
1905,  17  (see,  also,  convention 
addresses,  for  relationships  of  the 
Sunday-school), 


7o6 


The  Index 


Sunday  School  Times,  The,  26,  30; 

beginners'  course  appeared,  1896, 

82. 
Sunshine  Band,  The,   614. 
Superintendents'    conference,     59Q. 

Addresses;     P.   H.   Bristow,    599; 

Wm.  Johnson,  600;   E.  C.  Knapp, 

602. 

Tables  and  appendices,  659. 

Teachers,  Sunday-school:  working 
gratuitously  in  iSio,  8;  value  of 
their  work  to-day,  8;  called 
"  imps  of  Satan,"   10. 

Teacher  Training:  report  of  W.  C. 
Pearce,  465  ;  progress  of  work,  469 
(see  also,  standard  for  advanced 
course,  467). 

Temperance:  definite  work  in  early 
days,  12;  quarterly  lesson  ap- 
proved, 104. 

Temperance  Work:  organized,  619 
conference,  619;  John  Potts,  620 
Mrs.  Zillah  Foster  Stevens,  621 
Bishop  McDowell,  622;  Robert 
E.  Speer,  622;  Rev.  C.  M.  Shel- 
don, 622;  Rev.  W.  F.  Crafts,  623; 
Rev.  Chas.  Blanchard,  623;  Mrs. 
Mary  Foster  Bryner,  623;  Rev. 
Theo.  L.  Cuyler,  62  ?;  David  C. 
Cook,  623;  Mrs.  W.  F.  Crafts, 
624;   Rev.  F.  N.  Peloubet,  624. 

The  Beginners'  Course:  Mrs.  J.  W. 
Barnes,  82. 

The  best  selling  book  on  earth,  9(1. 

The  Blakeslee  Lessons,  89. 

Theological  seminaries:    their  place 


in  Sunday-school  work,  425 ; 
report  of  committee  on,  489. 

Toronto:  Resolutions  of  thanks  to 
the  city  and  people  for  hospi- 
tality,   408. 

Treasurer's  report,  435;  receipts, 
1902-1905,  436;  expenditure, 
448;  lesson  committee  account, 
448;  William  Reynolds'  memo- 
rial fund,  449 ;   Mexican  fund,  449. 

Uniform  Lessons:  The  Genesis  of 
the  International  Sunday-school 
Lesson,  Prof.  H.  M.  Hamill,  37; 
history  and  progress  from  1826, 
38 ;  American  Sunday-School 
Union  Question  Books  in  1827, 
39;  first  church  paper  to  attempt 
the  weekly  exposition,  41 ;  the 
lesson  publishers  and  writers 
meet,  42;  adoption,  in  1872,  of 
Mr.  Jacobs'  resolution  for,  42, 
100;  the  first  lesson  committee, 
43;  adopted  by  the  London  Sun- 
day-School Union,  44;  personnel 
of  the  lesson  committees,  45;  the 
lesson  committee  at  work,  46; 
the  plan  for  1 906-1 911,  47,  496; 
classified  list  of  lessons,  1872- 
1906,  49;  report  of  committee 
on  (1905),  494;  a  questionnaire, 
497- 

West  Indies:    cruise  proposed,  430; 

report  of  Dr.  F.  Woodbury,  490; 

commission  appointed,  491. 
Winona  Lake:   summer  school,  423. 


Illustrations 


A  Temple  unto  the  Lord,  652. 

Bethlehem,  1904,  381. 

Bethlehem  Woman,   21S. 

Calvary  from  the  North  Wall,  65S. 

Committee  on  Work  among  the 
Negroes,  555- 

Dyke  Rock  Cottage,  Clifton,  Mass., 
352. 

Group  of  Delegates  on  Mars  Hill, 
1004,  118. 

Harvesting  in  Galilee,  36. 

Members  of  the  Central  Committee 
on  the  Piazza,  Dyke  Rock  Cot- 
tage, 274. 

Moslems' Attitudes  duringPrayer,8 1. 

On  the  Road  to  Bethlehem,  278. 

On  the  Watch  Tower.   iS. 

Palestine  Woinan  with  Wedding 
Dowry,  85. 

Rachel's  Tomb,  1904,  493. 


Robert  Raikes'  House,  Gloucester, 
England,   3. 

Second  Presbyterian  Church,  Indi- 
anapolis, 10 1. 

Shepherd  Leading  His  Flock,  88. 

The  Convention  Tent,  xx. 

The  Garden  of  Gethsemane,  592. 

The  Jews'  Wailing  Place,  Jerusalem, 
107. 

The  Old  Chapel,  3S9. 

Tiberias  and  the  Sea  of  Galilee,  1004, 
569. 

Water  Carriers  and  Sellers  in  Jeru- 
salem, 6. 

Wm.  Carey's  Cobbler  Shop,  387. 

Wm.  Carev's  Hammer,  3S2. 

Workmen  bv  the  Roadside,  Jerusa- 
lem, Greeting  the  Sunday-school 
Pilgrims,  1904,  1S9. 


Personal  References  and  Portraits 


Adams,  F.  W.,  portrait,  32S. 
Albert.  Chas.  S.,  D.D.,  portrait,  344. 
Albright,  Edward,  portrait,  548. 
Albright,   L.   P.,  portrait,   530,   548. 


Allen,    Rev.    E.    B.,    portrait,     212; 

The  Armv  of  the  Future.  212. 
Archibald.  Rev.  A.  D.,  portrait,  S43. 
Arnold,  N.  T..  portrait,  320. 


Personal  References  and  Portraits 


Atkins,  James.  D.D..  portrait,  342; 
The  Kingdom   in  the  Cradle,  405- 
At  water,  S.  H.,  portrait,  324- 
Ayre,  C.  P.,  portrait,  331. 

Bailey,Dr.Geo.W., portrait,  303,317. 
455;  report  of  the  treasurer,  435. 

Bala,  Charles  of,  held  first  public 
Sunday-school  meetings,  5. 

Barnes,  Mrs.  J.  W.,  portrait,  454. 
341;  organized  primary  work, 
1870-1905,  19;  The  Beginners' 
Course,  82;  appointed  primary 
and  junior  secretary,  418;  report, 
454;  personal  work,  464;  the  pri- 
mary and  junior  department,  570- 

Baugher,  Rev.  H.  L.,  member  lesson 
committee,  portrait,  59. 

Bell.  Rev.  H.  H.,  portrait.  13s,  318; 
response  to  address  of  welcome, 
135;  nominated  San  Francisco  for 
1908,  406. 

Belsey,  F.  F..  portrait,  77.  3'°; 
president  world's  convention, 
1889,  1 14;  present  at  Denver,  107. 

Benham,  Rev.  D.  M.,  president  of 
pastors'  conference.   593. 

Berger,  Rev.  D..  member  lesson 
committee,  portrait,  65. 

Bice,  G.   L.,  portrait.   535. 

Bicknell,  T.  W.,  portrait,  103;  pres- 
iient  fourth  international  con- 
vention, 103. 

Bingham,  W.  H.,  portrait,  331. 

Bishop  of  Toronto,  letter  to  con- 
vention,   395. 

Black,  Israel  P.,  portrait,  23,  315; 
president  Philadelphia  Primary 
Union    19;  sketch,  23. 

Blackall,  C.  R.,  portrait,  391,  342; 
Progress  and  Prophecy,  108;  the 
Sunday-school  exposition,  391 ; 
thanked  for  the  success  of  the 
exposition,   408. 

Blake,  Hon.  S.  H..  portrait,  59; 
member  lesson  committee,  59; 
president  third  international  con- 
vention, 103. 

Blanchard,  Rev.  Chas.,  temperance 
conference,  623. 

Bi'ister.  W.  H.,  D.D.,  portrait.  532. 

Bonner,  Rev.  Carey,  portrait,  267; 
response  to  address  of  welcome, 
131;  the  I.  B.  R.  A..  26s;  the 
Slan  with  the  Hammer,  382. 

Borden,  Gail,  portrait,  324. 

Borders.  Isaac  D..  portrait,  525. 

Boughton.  M.  E.,  portrait,  521. 

Bowler,  W.  H..  portrait,  326. 

Breg,  W.  G.,  portrait.  ^36. 

Bridges.  M.  C.  portrait,  328. 

Bristow.  P.  H.,  The  Adult  Depart- 
ment. 599. 

Broadus.  Rev.  J.  A.,  member  lesson 
committee,  portrait,  59. 

Broughton.  N.  B..  portrait.  332. 

Brown.  Frank  L..  portrait.  332; 
appointed  on  West  India  com- 
mission, 491. 


Brown.  Rev.  S.  W..  portrait,  527. 

Brown.  W.  J.,  portrait.  519. 

Brumbaugh.  Prof.  M.  G..  portrait, 
201 ;  The  Relation  of  the  Teacher 
to  the  Curriculum,  201. 

Bryner,  Mrs.  Mary  Foster,  portrait, 
481,  341;  appointed  field  worker, 
418;  report  on  "  Our  Neighbor, 
Slexico,"  481;  temperance  confer- 
ence, 623 ;  Mexico  national  con- 
vention, 1905,  636. 

Buchanan.  R.  H.,  portrait.  545. 

Buck.  J.  T.,   portrait,    525. 

Burkholder,  E.  R.,  portrait,  518. 

Butler,  J.  W.,  D.D.,  portrait,  526. 

Buxton,  L.  H.,  portrait,  3^3. 

Byron,  Father,  a  picturesque 
worker,  26. 

Calder,  C.  W.,  portrait,  546. 

Camp,   D.   M.,  portrait,   336. 

Campbell.  C.  M..  portrait.  324. 

Cantwell,  C.  H..  portrait.  325. 

Capel,  Rev.  Edgar  T..  portrait,  54s; 
appointed  member  of  West  Indies 
commission,  491. 

Capen.  S.  B..  portrait,  105;  presi- 
dent eighth  international  con- 
vention, 105. 

Carman,  Rev.  J.  C,  portrait,  510; 
evangelistic  work,   237. 

Carroll,  J.   S..  portrait,   323. 

Cavett.'J.  C.  portrait,  525. 

Chapin,  Rev.  A.  L..  portrait.  77; 
member  lesson  committee,  77. 

Chivers.  Rev.  E.  E..  portrait,  353; 
the  Sunday-school  and  Home 
Missions.  353. 

Christman.  jf.  F.,  portrait,  520. 

Clark,  Joseph,  portrait,  319.  54i  ; 
secretary  of  the  convention,  xi. 

Clark,  S.  W.,  portrait.  19;  intro- 
duced the  blackboard  in  Sunday- 
school  instruction,  20;  and  Mrs. 
Clark  leaders  in  summer  school 
of  methods,  587. 

Clark,  Mrs.  S.  W.,  portrait,  19; 
leader  in  first  (Newark,  N.  J.) 
primary  union,  19. 

Clark,  Lieut. -Gov.  W.  M.,  portrait, 
120;  address  of  welcome,  120. 

Cleland.  McKenzie.  portrait.  632; 
adult  classes  conference,  632. 

Cody,  Canon  H.  J.,  portrait,  122; 
address  of  welcome,  122. 

Colquitt,  Gov.  A.  H..  portrait.  102: 
president  second  international 
convention.   102. 

Cook,  D.  C.  portrait,  346;  temper- 
ance Conference,  623. 

Cook.  L.  R.,  portrait,  328. 

Cooley,  W.  R.,  portrait,  337- 

Conant,  H.  S.,  portrait,  524. 

Cork, Hugh, portrait, 577;  housevisi- 
tation  to  reach  the  unreached, 577. 

Cowhick.  W.   H..  obituary.  492. 

Crafts.  Mrs.  W.  F..  portrait.  19; 
organized  national  primary  union, 
19;  temperance  conference,  624. 


7o8 


The  Index 


Crafts,  Rev.  W.  F.,  temperance  con- 
ference, 623. 

Crawford,  Hanford,  portrait,  529. 

Cummings,  Rev.  E.  W.,  portrait, 
537. 

Cunnyngham,  Rev.  W.  G.  E.,  mem- 
ber lesson  committee,  portrait,  59. 

Curtiss,  Mrs.  Phebe,  home  depart- 
ment conference,  612. 

Curtiss,  Rev.  S.  I.,  appointed  on  les- 
son  committee,   490;  death,   499. 

Cuyler,  Rev.  T.  L.,  temperance  con- 
ference, 623. 

Daley,  Rev.  C.  M.,  portrait,  335. 

Da\-is,  Rev.  D.  W.,  portrait,  293; 
The  Sunday-school  and  the 
Church  as  a  Solution  of  the  Negro 
Problem,  293. 

Dawes,  S.  B.,  portrait.  517. 

Dawson,  Rev.  G.  F.,  portrait,  543. 

Day,  Alfred,  portrait,  535. 

Day,  Rev.  W.  H..  portrait,  322. 

Dike,  Rev.  S.  W.,  portrait,  261 ; 
The  Xle.ssage  <^i  the  Home  Depart- 
ment, 261. 

Doherty,  R.  R.,  Ph.D.,  portrait,  348. 

Duncan,  W.  A.,  portrait,  332;  hon- 
orary member  of  the  international 
executive  committee,  472;  chair- 
man of  home  department  com- 
mittee, report,  472;  The  Home 
Department,  574. 

Dunning,  Rev.  A.  E.,  member  lesson 
committee,  portrait,  65. 

Ellis.  W.  T.,  portrait,  347. 

Emery,    Miss    Louise    A.,    portrait, 

238;      training     and      developing 

teachers,  238. 
Engle,    J.    H.,    portrait,    51S;     field 

workers'  conference,  628. 
Errett,  Rev.   Isaac,  member  lesson 

committee,  portrait,  59. 
Eudaly,  W.  A.,  portrait,  333. 

Fairbanks,  Franklin,  member  lesson 
committee,  portrait,  53. 

Falconer,  Rev.  R.  A.,  portrait,  206, 
319;  Teacher  Training,  206. 

Fergusson,  Rev.  E.  M.,  portrait, 
533;  president  field  workers' 
conference,  626;  the  field  workers' 
department,  .sSo;  The  Develop- 
ment of  Summer  Schools,  586. 

Fiddis,  Preston,  portrait,  522. 

Fillippini,  Prof.  D.  C,  general  sec- 
retary of  the  Italian  Sunday- 
school  Association,  portrait,  410. 

Fisher,  C.   R.,  portrait,   50S. 

Fletcher,  H.  M.,  thanked  by  Pro- 
fessor Jacobs,  404;  by  the  con- 
vention, 408. 

Floyd,  Silas  X.,  elected  worker 
among  the  negroes,  106. 

Font,  Rev.  H.  H.,  portrait,  -345. 

Forder.  Archibald , portrait ,  363 ;  The 
Relation  of  the  Sunday-school  to 
the  Third  Deliverance  of  Ishmael, 


363;     contribution    for    work    in 

Arabia,  409. 
Fox,  Prof.  E.  A.,  portrait,  519;  the 

field  workers'  conference,   626. 
Fraser,  R.  Douglas,  A.M.,  portrait, 

344- 
Frelinghuysen,    Theodore,    portrait, 

98;     president    of   convention    of 

1832,  24,  97. 
Frizzell,  Rev.  Wm.,  portrait,  539. 
Fuller,  E.  M.,  portrait,   551. 
Fulton,  Rev.  I.  H.,  portrait,  340. 

Gandier,  Rev.  A.,  Chinese  workers' 
conference.  624. 

Ganong,  Rev.  J.  B.,  portrait,  531. 

Garrison,  J.  H.,  LL.D.,  portrait,  348. 

Gebauer,  T.  C.,  home  department 
conference,  616. 

Geistweit,  Rev.  W.  H.,  portrait,  230; 
Place  and  Power  of  Memorized 
Scripture,  230. 

George,  Rev.  A.  P.,  portrait,  329. 

Gibson,  Hugh  C,  portrait.  509. 

Gibson,  Rev.  J.  Munro,  member 
lesson    committee,     portrait,     53. 

GifTord,  Rev.  O.  P.,  portrait,  71; 
member  lesson  committee,   71. 

Gilbert,  Rev.  Le\-i,  portrait,  144; 
Relation  of  the  Religious  and 
Secular  Press  to  the  Sunday- 
school,    144. 

Gillett,  Philip  G.,  portrait,  53,  100; 
member  of  lesson  committee,  53; 
president  fifth  national  conven- 
tion,  100. 

Green,  Gen.  B.  W.,  portrait,  282; 
The  Negro  in  the  Sunday-school 
Movement,    282. 

Griffith,  R.  B.,  portrait,  321. 

Griggs,  J.  L.,  portrait.  533. 

Groves,  H.  C,  portrait,  325. 

Hains,  George,  portrait,  514. 

Hall,  Rev.  John,  member  of  lesson 
committee,  portrait,  53. 

Hall,  Hon.  Willard,  president  sec- 
ond national  convention,  portrait, 
98. 

Hall,  W.  C,  portrait,  327;  nomi- 
nated Winona  Lake  for  1908,  406. 

Halpenny,  Rev.  E.  W.,  portrait, 
517;  home  department  confer- 
ence, 615. 

Hambleton,  A.  F.  N.,  portrait,  515. 

Hamill,  Prof.  H.  M..  portrait,  174, 
336;  Genesis  of  the  International 
Sunday-school  Lesson,  37;  chosen 
field  secretary,  106;  The  Sunday- 
school  as  an  Educational  Force, 
174;  report  of  committee  on  edu- 
cation, 486;  report  of  committee 
on  theological  seminaries,  489; 
motion  on  advanced  lessons,  40 1 . 

Hamilton,  W.,  portrait,  333. 

Hardin.  J.  F.,  portrait,  323. 

Harris,  J.  G.,  portrait,  104;  presi- 
dent sixth  international  conven- 
tion,  104. 


Personal  References  and  Portraits 


709 


Hannon,  Rev.  J.  W..  portrait,  3.?5. 

Harding.  S.  B..  portrait,  338. 

Hartshorn.  W.  N.,  portrait.  317.  41 ' : 
leadership  in  primary  work,  104; 
elected  chairman  international 
executive  committee,  1902,  107; 
re-elected  in  1905.  407;  report  of 
Executive  Committee,  4.1 1 ". 
greetings  to  adult  class  confer- 
ence. 63s;  closing  address,  409. 

Hartshorn,  Mrs.  W.  N.,  leadership 
in  primary  work.  104;  resolution 
of  sympathy  to,  397. 

Hauck.  C.  E.,  home  department  con- 
ference, 617. 

Haven,  H.  P.,  portrait,  77;  mem- 
ber lesson  committee.  77. 

Havs.  F.  P.,  portrait,  321. 

Hazard,  M.  C.  portrait,  07.  343; 
national  and  international  con- 
ventions, 97. 

Heinz,  H.  J.,  portrait,  309,  334. 

Hemphill,  Prof.  C.  R.,  member  les- 
son committee,  portrait.  71 ;  nomi- 
nated Louisville  for  1908,  406. 

Hill.  C.  M..  D.D..  portrait,  508. 

Hill.  Walter,  portrait,  323. 

Hinds,  J.  I.  D..  member  lesson  com- 
mittee, portrait,  65. 

Hodge,  Rev.  M.  D.,  member  lesson 
committee,  portrait,  59. 

Hoss,  Bishop  E.  E.,  portrait,  319. 

Hough,  E.  A.,  portrait,  527. 

Howard.  Philip  E.,  portrait,  270; 
Organized  Sunday-school  Work 
in  the  City,  279. 

Hudson,  Rev.  Alan,  portrait.  129; 
response  to  address  of  welcome, 

Hudson,  M.  A.,  portrait,  275;  Bible 

Class  Work  for  Men ,  .-?  7  5 . 
Humble.  Rev.  C,  portrait,  337- 
Hurlbut,  Rev.  J.  L.,  portrait,   226; 

supplemental  lessons,  226. 

Irish,  J.  H.,  portrait,  528. 
Irwin,  W.  H.,  portrait,  521. 

Jackson,  J.  A.,  portrait,  539. 

Jackson,  Rev.  Sheldon,  portrait. 
322. 

Jacobs,  B.  F.,  portrait,  49,  312; 
estimate  of,  33;  leader  for  uni- 
form lessons,  41,  42;  presents 
resolution  at  IndianapolLs,  1872, 
for  first  lesson  committee,  42, 
100;  suggested  interdenomina- 
tional work,  1 88 1,  103;  elected 
chairman  international  executive 
committee,  10.?;  made  honorary 
chairman  for  life,  106;  death  in 
1902,  106;  commemorative  serv- 
ice, 106;  president  world's  sec- 
ond convention,   115. 

Jacobs,  F.  H.,  convention  chorister, 
304;  sp>eaks  in  praise  of  Dr.  Tor- 
rington.  Professor  Fletcher,  and 
others,  404;  thanked  by  the  con- 
vention, 40S. 


Jacobs,  W.  B..  vice-president  inter- 
national association,  318. 

Johnson.  Rev.  Frank,  editor  London 
Sunday-School  Chronicle,  por- 
trait, 311. 

Johnson,  Wm..  the  program,  600. 

Johnston,  D.  S.,  553. 

Jones,  Hon.  T.  N.,  552. 

JopUng,  J,  R.,  portrait,  337. 

Kennedy,  Mrs.  M.  G.,  primary  field 
work,  464. 

Kephart,  C.  J.,  D.D.,  portrait,  515. 

Kephart,  Bishop  E.  B.,  portrait,  71; 
member  lesson  comnoittee,   71. 

Kingston.  Rev.  S.  F.,  portrait,  340. 

Kinney,  Don,  portrait,  327. 

Knapp,  E.  C,  superintendents'  con- 
ference, 602;  home  department 
conference,  615. 

Knowles,  A.  L.,  portrait,  552. 

Lacey,  E.  E.,  portrait,  529. 

Landes.  W.  G.,  portrait,  544;  home 
department  conference,  617. 

Lawrancc,  Marion,  portrait,  304, 
317,  418;  elected  general  secre- 
tary, 106;  report  at  Toronto,  418; 
personal  work,  1902-1905,  431; 
leader  superintendents'  confer- 
ence, 599. 

Leach,  Rev.  F.  P.,  portrait,  S47- 

Leet,  Seth  P.,  portrait,  334- 

Legg,  John,  portrait,   320. 

Lemon.  J.  B.,  D.D.,  portrait,  532. 

Little.  J.  H..  portrait,  518. 

Locker,  A.  M..  portrait,  528. 

Long,  Rev.  W.  F.,  portrait,  506. 

Lufkin,  H.  E.,  portrait,  522. 

Lynch   Jas.,  portrait,  SS3. 

MacCullum,  A.,  member  lesson  com- 
mittee, portrait,  53. 

Machum,  E.  R..  portrait,  330. 

Maclaren,  Hon.  Justice  J.  J.,  presi- 
dent International  Association, 
portrait,  302,  317;  elected  presi- 
dent, 397- 

MacRae,  Prin.  A.  O.,  portrait,  323- 

Marcus,  Prof.  G.  G.,  portrait,  492; 
appointed  field  worker  among  the 
negroes,  41S;    obituary,  492. 

Marrs,  D.  M.,  portrait,  326. 

Mason,  Rev.  M.  C.  B.,  The  Problem 
of  the   Negro,   290. 

Maxwell,  L.  B.,  elected  worker 
amon^  the  negroes,  106. 

McClure,  G.  J.,  portrait,  5«7. 

McConnell.   Rev.   W.  W.,  portrait, 

339- 

McCook,  Rev.  Henry  C,  portrait, 
151;  The  Muster  Roll  of  Honor, 
address,  24 ;  Our  Debt  to  the  Old 
Guard,  i^i. 

McCrillis.  A.  B.,  portrait,  318. 

McDowell.  Bishop  W.  F..  temper- 
ance conference,  622. 


7IO 


The  Index 


McFarland,  John  T.,  D.D.,  portrait, 
342. 

McKamy,  Rev.  J.  A.,  D.D.,  por- 
trait, 34,3;  The  Sunday-school 
Editorial  Association,    560. 

McLean,  Rev.  R.,  portrait,  338. 

Mc Vicar,  D.  H.,  portrait,  77;  mem- 
ber lesson  committee,  77. 

Meddis,   C.  J.,  portrait,   519. 

Meigs,  C.  D.,  portrait,  549;  home 
department  conference,  611;  field 
workers'  conference,  62S. 

Merrill,  Rev.  Geo.  R.,  portrait,  i, 
i^g;    article  on  Robert  Raikes,  i. 

Merritt,  Rev.  W.  C,  portrait,  633; 
special  field  work  in  the  West, 
419;  report  of  committee  on 
obituaries,  493 ;  A  Vision  from  the 
West,  653. 

Messenger,  C.  M.,  obituary,  493. 

Miles,  G.  G.,  portrait,  504. 

Millan,  W.  W.,  portrait,  325. 

Millard,  Rev.  J.  W.,  portrait,  318. 

Miller,  J.  R.,  D.D.,  portrait.  343. 

Miller,  Lewis,  portrait,  105;  presi- 
dent seventh  international  con- 
vention, 105. 

Miller,  R.  J.,  D.D.,  portrait,  345. 

Mills,  A.  H.,  portrait,  326. 

Mitchell,  B.  F.,  portrait,  515. 

Moody,  D.  L.,  a  power  in  Christian 
service.  34. 

Moore,  Prof.  W.  W.,  portrait,  77; 
member  lesson  committee,  77. 

Morse,  A.  A.,  portrait,  334. 

Moser,  Henry,  portrait,  516. 

Moultrie,  Rev.  J.  W.,  worker  among 
the  negroes,  S.  C,  480. 

Muirhead.  Stuart,  portrait,  537. 

Mullins,  Rev.  E.  Y.,  My  creed  as  to 
the  Sunday-school,  425,  471. 

Munz,  Rev.  Frederick,  portrait,  345. 

Murch,  Rev.  Chauncey,  portrait, 
359;   A  Plea  for  Egypt,  359- 

Nelson,  Prof.  Aven,  portrait,  $$5. 

Newton,  Rev.  Richard,  portrait,  53; 
the  children's  preacher,  27;  mem- 
ber lesson  committee,  53. 

Nock,  Rev.  G.  H.,  portrait,  522. 

North,  G.  F.,  portrait,  551. 

Olmstead,  Rev.  W.  B.,  portrait,  346. 
Orchard,  Rev.  John,  portrait,  538. 

Palmer,  Rev.  B.  M.,  member  lesson 
committee,  portrait,   59. 

Parsons,  C.  B.,  portrait,  533. 

Parsons,  Geo.,  portrait,   527. 

Patrick,  Prin.  Wm.,  portrait,  71; 
member  lesson  committee,  71. 

Paxson,  Stephen,  31. 

Paz,  J.  S.,  322. 

Pearce,  W.  C,  portrait,  341,  465; 
Sunday-school  conventions,  91; 
appointed  teacher-training  secre- 
tary, 418;  report,  465;  field 
workers'  conference,  626;  adult 
Bible  class  movement,  642. 


Pearson,  Prof.  W.  G.,  worker  among 
the  negroes,  N.  C,  480. 

Pelham,  W.  E.,  portrait,  335. 

Peloubet,  F.  N.,  D.D.,  portrait,  346; 
temperance  conference,  624. 

Pelz,  Rev.  Geo.  A.,  portrait,  102; 
president  first  international  con- 
vention, 102. 

Penn,  Prof.   I.  G.,  portrait,  340. 

Penniman,  Geo.  W.,  405. 

Pepper,  John  R.,  portrait,  71,  500, 
54S;  member  lesson  committee, 
71;  relation  of  the  International 
Sunday-school  Association  to 
Denominational  Work,  500;  con- 
vention expresses  sympathy,  397. 

Petitt,  Mrs.  Alonzo,  primary  field 
work,  464. 

Pharr,  Capt.  J.  N.,  obituary,  492. 

Phelps,  Prof.  Austin,  portrait,  77; 
member  lesson  committee,  77. 

Phillips,  A.  L.,  D.D.,  portrait,  343. 

Pickles,  John  D.,  Ph.D.,  portrait, 
S24. 

Pollock,  James,  president  third 
national  convention,  portrait,  99. 

Potts,  John,  portrait,  40,  59,  305; 
the  lesson  committee  at  work,  46; 
member  lesson  committee,  59; 
appointed  chairman,  105,  494; 
temperance  conference,  620. 

Pratt,  H.  E.,  portrait,  332. 

Price,  Rev.  D.  B.,  portrait,  330. 

Price,  Prof.  Ira  M.,  portrait,  71; 
member  lesson  committee,    71. 

Puddefoot,  Rev.  W.  G.,  portrait, 
349;  Frontiers.  Old  and  New,  349. 

Purinton,  Rev.  D.  B.,  portrait,  190, 
554;  Relations  of  the  Sunday- 
school  to  the  University,  190. 

Rader,  Rev.  D.  L.,  portrait,  322. 

Raidabaugh,  Rev.  P.  D.,  portrait, 
345- 

Raikes,  Robert,  i ;  portrait,  635. 

Randolph,  Rev.  Wanen,  member 
lesson  committee,  portrait,  53. 

Rattee,  Rev.  E.  J.,  portrait,  334. 

Raymond,  W.  H.,  portrait,  548. 

Rexford,  Rev.  E.  I., portrait, 65,  2r9; 
member  lesson  committee,  65; 
Reverence  in  the  Sunda.v-school, 
2r9. 

ReiTiolds,  William,  portrait,  ro4, 
314;  a  royal  captain,  32;  presi- 
dent fifth  international  conven- 
tion, ro4;  chosen  first  interna- 
tional field  worker,  104;  death, 
ro6;   memorial  fund,  449. 

Rhodes,  Rev.  M.,  portrait,  7r ;  mem- 
ber lesson  committee,  7t. 

Rice,  E.  W.,  D.D.,  portrait,  348. 

Richards.  Prof.  G.  W.,  portrait,  rjS; 
An  Historic  View  of  the  Sunday- 
school,  r  38. 

Rioseco,  Rev.  P.,  portrait,  339. 

Roberts,  Rev.  W.  H.,  portrait,  240; 
Individuality  and  Heredity  in  the 
Sunday-school,  240. 


Pcrsoual  References  and  Portraits 


711 


Rogers.  Wm.,  portrait,  540. 
Russell,   E.  J.,  portrait,  504- 

Safford,  O.  F.,  D.D.,  portrait.  346. 

Sampey,  Prof.  J.  R.,  portrait,  65. 
86;  member  lesson  committee,  65  ; 
advanced  course  of  lessons,  86. 

Sanders,  Rev.  F.  K..  portrait,  246; 
The  Sunday-school  as  an  Evan- 
gelistic Force,  246. 

Schau.i:ier,  Rev.  A.  F.,  portrait.  65; 
member  lesson  committee,  65; 
secretary,  404;  report  of  commit- 
tee, 494;  leader  pastors'  con- 
ference, 593. 

Scherer,  Rev.  J.  A.  B.,  portrait,  367  ; 
The  Duty  of  Young  America  to 
V'oung  Japan,  367. 

Seagar,  Rev.  L.  H..  portrait,  348. 

Sein,  Rev.  E.  M.,  portrait,  526. 

Semelroth,  W.  j.,  portrait,  347; 
president  primary  conference, 
6ii. 

Sevier,  S.  Q.,  portrait,  506. 

Shafer,  W.  C.  portrait.  354. 

Shakespeare,  Xoah,  portrait,  324. 

Sheldon,  Rev.  C.  M.,  temperance 
conference,  622. 

Shellenberger,  W.  S.,  portrait,  513- 

Shepard,  Dr.  J.  E..  portrait.  341; 
appointed  field  worker  among 
the  negroes,  418;    report,  478. 

Shuey.  E.  L.,  portrait,  71;  member 
lesson  committee,  71. 

Simmons.  Mrs.  J.  R.,  home  depart- 
ment conference,  613. 

Simms,  T.  S.,  portrait,  531. 

Smith,  Rev.  F.  A.,  portrait,  331. 

Smith.  Hoke,  portrait.  106;  presi- 
dent ninth  international  conven- 
tion,  106. 

Smith.  J.  H..  portrait.  546. 

Snow.  H.  N'..  portrait.  533. 

Speer.  Robert  E.,  The  Sunday-school 
and  the  Great  Commission.  373; 
temperance  conference.  622. 

Spencer.  F.  W.,  portrait,  331. 

Spencer,  H.  P..  portrait.  321. 

Stahr.  Prof.  J.  S.,  portrait,  65; 
member   lesson  committee.  65. 

Starr.  Benjamin,  portrait.  535. 

Stebbins.  Mrs.  Flora  V..  portrait. 
611;  home  department  confer- 
ence. 61  I. 

Steele.  R.  R..  portrait.  542. 

Steidlcy.  Prof.  H.  M..  portrait.  S30. 

Stevens.  Mrs.  Zillah  Foster,  portrait, 
619;  organized  temperance  work, 
621. 
1  Stewart,  Rev.  G.  B..  portrait.  197; 
The  Sunday-school  and  the  Min- 
ister's Training.   197. 

Stifler.  Prof.  J.  M.,  porti^it,  71; 
member  lesson  committee,  71. 

Stites,  John,  portrait,   ?27. 

St.  John,  E.  P..  Child  Nature  and 
the  Sunday-school,  628., 

St.  John,  Sfjeaker  J.  W..  address  of 
welcome,  portrait,  124. 


Stretch.  E.  C.  committee  on  illness 

of.   407 ;    obituary,   493. 
Stuart,  George  H.,  portrait.  53.  99; 
member     lesson    committee.    53; 
president  fourth  national  conven- 
tion. 99. 
Stubbs.  Pres.  J.  E..  portrait.  33°- 
Studd.  W.  H..  portrait.  537- 
Stuntz.  Rev.  H.  C..  portrait.  339- 

Tallmadge.  Rev.  E.  F.,  portrait,  319. 
511. 

Taylor,  A.  R.,  portrait,  185;  Rela- 
tion of  the  Sunday-school  to  the 
Pubhc  School,  185. 

Thompson,  F.  W.,  nominated  Hot 
Springs  for  1908,  406. 

Thompson,  Rev.  R.  E.,  portrait. 
532. 

Tinney,  H.  C.  portrait.  520. 

Tomkins.  Rev.  Floyd.  D.D..  prepa- 
ration service,  395;  the  quiet 
half-hour.  398;  service  of  prayer 
and  fellowship.  400. 

Tompkins.  T.  S.,  portrait.  309. 

Torrington.  Dr.  F.  H..  organ  recital. 
396;  thanked  by  Mr.  Jacobs.  404; 
bv  the  convention,  408. 

Tottle,  Wm.  A.,  portrait,  328. 

Towers.  Edward,  portrait.  77;  presi- 
dent world's  convention,  1898. 
115. 

Trout,  Rev.  I.  Bennett,  portrait, 
344- 

TrumbuH,  Charles  G..  7;  portrait. 
7.  347- 

Trumbull.  Henry  Clay,  portrait.  313; 
The  most  remarkable  character 
in  the  Sunday-school  field.  29; 
The  First  Sunday-schools  in 
North  America.  94;  secretary 
third  national  convention.  99; 
secretary  fourth  national  conven- 
tion. 99. 

Turner.  Rev.  E.  B.,  portrait.  338. 

Tyler.  Rev.  B.  B..  portrait.  65,  107, 
119;  member  lesson  committee, 
63;  president  tenth  international 
convention,  106;  opening  address 
at  Toronto,  119;  motion  on  lesson 
committee's  report,   400. 

Tyler,  J.  B.,  member  lesson  com- 
mittee,   77. 

Tyng,  Alexander  G.,  portrait,  53; 
a  banner  bearer,  32;  member 
lesson  committee,  53. 

Urquhart,  Mayor  Thomas,  portrait, 
125;  address  of  welcome,  125. 

Van  Ness.  I.  J.,  D.D..  portrait.  342- 
Van  Ormer,  Prof.  A.  B..  portrait. 
253;  The  Age  of  Spiritual  Awak- 
ening. 233. 
Vincent.  John  H..  portrait.  49.  164, 
307;  a  solendid  career.  32;  foun- 
der of  Chautauqua  and  the  Ber- 
ean  lessons.  3?;  called  into  ex- 
clusive  Sundav-school    service  in 


7l2 


The  Index 


1 86s,  40;  secretary  fourth  nation- 
al convention,  99;  elected  chair- 
man lesson  committee,  1872,  105- 
resigned,  1896,  105;  a  forward 
look  for  the  Sunday-school,  164. 

Wagner,  L.  H.,  portrait,  539. 

Walker,  Prof.    G.  W.,  portrait,  552. 

Wallace,  G.  G.,  portrait,  330. 

Wanamaker,  John,  portrait,  308, 
544 ;  declined  election  as  chair- 
man of  executive  committee,  loO; 
resolution  of  appreciation  for  loan 
of  historical  sacred  paintings,  40S. 

Warren,  Edward  K.,  portrait,  113, 
306,  329;  From  Milan  to  Jerusa- 
lem, 113;  response  to  address  of 
welcome,  131. 

Warren,  Bishop  H.  W.,  portrait,  65; 
member  lesson  committee,  65; 
The  Work  in  Japan,  405;  closing 
address  of  convention,  409. 

Waterman,  T.  W.,  portrait,  335. 

Watts,  Geo.  W.,  portrait,  320;  presi- 
dent superintendents'  conference, 
5Q9. 

Weaver,  Rev.  R.  W,,  portrait,  522. 


Weir,  Thomas,  portrait,  336. 

W"eld,  W.  C,  portrait,  509. 

Wells,  Prof.  A.  R.,  portrait,  347. 

Wells,  F.  A.,  portrait,  320. 

Wenner,  F.  L.,  portrait,  540. 

Whidden,  Rev.  R.  S.,  portrait,  543. 

Whipple,  I.  C,  portrait,  338. 

Whitted,  Rev.  J.  A.,  portrait,  340. 

Whorton,  Arthur,   portrait,  540. 

Wiggins,   W.   N.,   portrait,  321. 

Williams,  A.  P.,  portrait,  524. 

Williams,  Rev.  C.    S.,  portrait,  339. 

Williams,  S.   H.,   portrait,   325. 

Wilson,  D.  E.,  portrait,  329. 

Wilson,  Miss  M.,   portrait,  512. 

Wilson,  W.  B.,  portrait,  546. 

Wood,  W.   D.,   portrait,  337- 

Woodbury,  Dr.  Frank,  portrait,  333; 
report  of  committee  on  West 
Indies,  491;  member  of  commis- 
sion, 491. 

Woodbury,  Mrs.  Frank,  appointed 
member  of  West  Indies  commis- 
sion, 491. 

Worden,  Rev.  J.  A.,  member  lesson 
committee,  portrait,  59;  home 
department  conference,  618. 


STATE,  PROVINCIAL  AND  TERRITORIAL  ORGANIZATION 


Alabama,  504. 
Alaska,  505. 
Alberta,  505. 
Arizona,  505. 
Arkansas,  506. 
British  O^kmibia,  507. 
California   (N.),  508. 
California  (S.),  508. 
Colorado,  509. 
Connecticut,  511. 
Delaware,  .i^i 2. 
District  of  Columbia,  512. 
Florida,  513. 
Georgia,  514. 
Idaho,  514. 
Illinois,  516. 
Indian  Territory,  517. 
Indiana,  516. 
Iowa,  515. 
Kansas,  518. 
Kentucky,  519. 
Louisiana,  520. 
Maine ,  521. 
Manitoba,  520. 
Maryland,  522. 
Massachusetts,  523. 
Michigan,  52O. 
Minnesota,  528. 
Mississippi    524. 
Missouri,  529. 
Montana,  527. 
Nebraska,  530. 


Nevada,  531 . 

New  Brunswick,  530. 

Newfoundland,  534. 

New  Hampshire,  532. 

New  Jersey,  533. 

New  Mexico,  534. 

New  York,  535. 

North  Carolina,  536. 

North  Dakota,  538. 

Nova  Scotia,  537. 

Ohio,  540. 

Oklahoma,  539. 

Ontario,  538. 

Oregon,  542. 

Pennsylvania,  543. 

Prince  Edward  Island,  542. 

Quebec,  545. 

Rhode  Island,  546. 

South  Carolina,  547. 

South  Dakota,  547. 

Tennessee,  548. 

Texas,  549. 

Utah,  550. 

Vermont,  550. 

Virginia,  551. 

Washington  (East),  552. 

Washington  (West),  552. 

West  Vjrginia,  553. 

Wisconsin,  553. 

Wyoming,  554. 

Cuba,  510. 

Mexico,  .525. 


BEGINNERS'   LESSONS 
The  Two-Year  International  Beginners'  Course 

(For  Scholars  under  Six  Years  of  Age) 

Issued  under  the  authority  of  the  American  Section  of  the  International 
Lesson  Committee,  and,  in  accordance  with  instructions  from  the  Denver 
Triennial  Convention  of  1902,  marked  "  Optional." 

The  course  is  arranged  to  begin  with  September,  and  work  towards 
Thanksgiving  and  Christmas.  It  may,  however,  be  begun  at  any  time  by 
the  teacher,  care  being  exercised  to  commence  at  the  lesson  corresponding 
with  the  month  in  which  the  individual  teacher  begins. 

In  most  cases  the  Golden  Texts  have  been  taken  from  the  Revised  Ver- 
sion. But  in  one  or  two  cases,  where  the  Authorized  V^ersion  was  simpler, 
and  the  meaning  the  same  as  that  of  the  Revised,  the  former  has  been 
retained.  A.    F.    Sch.\uffler,  Secretary, 

JoH.v   Potts,  Chairman,  Toronto,  Ont.  105  East  22d  St.,  N.  Y.  City. 

FIRST   YEAR 
Theme:    God  the  Creator 

Golden  Text:  All  things  were  made  by  Him.  —  John  1;  3. 

1.  God  Making  Trees  and  Flowers.  —  Gen.  i :  9-13. 

2.  God  Making  Animals.  —  Gen.  i:  20-25. 

3.  God  Making  All  Things.  — Gen.  i  :  i-S.  14-19. 

Theme :   Home  Life 

Golden  Text:  Lord,  Thou  art  our  Father.  —  Isa.  64:  8. 

4.  The  First  Family.  — Gen.  i:  26-51;   3:  20;   4:  i,  2. 

5.  The  First  Home. — Gen.  2:4-10,  15-17. 

Theme :   God's  Loving  Care 

Golden  Text:    He  rareth  for  you.  —  i  Peter  5:7. 

6.  God  Caring  for  Birds  and  Flowers.  —  Matt.  6:  26-34. 

7.  Goil  Caring  for  Baby  Moses.  —  Ex.  2:  i-to. 

8.  God  Caring  for  Elijah.  —  i  Kings  17.  1-6. 

9    God  Caring  for  Many  People.  —  Ex.  16:  i  i-iS,  31-35. 

Theme:  Giving  Thanks  to  God 

GoldenText:  O  give  thanks  unto  the  Lord,  for  He  is  good.  —  Ps.  106:  i. 

10.  Daniel  Thanking  God.  —  Dan.  2:  17-24. 

11.  The  Israelites  Thanking  God.  —  Ex.  14:0,  :o,  21-31;  15:  1-21. 

12.  Thanking  Oi.d  for  All  Things.  —  Ps.  103:  1-5;   104:  10-24. 

13.  Thanking  God  in  Heaven.  —  Rev.  7:  o-i7- 

Theme:  Giving 

Golden  Text:    God  loveth  a  cheerful  giver.  —  2  Cor.  9:  7. 

14.  A  Poor  Woman's  Gift.  —  Mark  12:  41-44. 

15.  Giving  to  the  Needy.  —  Neh.  8:  1-12. 

16.  The  Israelites  Giving  to  God.  —  Ex.  35:  20-20. 

Golden  Text:    He  loved  us  and  sent  His  Son.  —  i  John  4:  10. 

17.  God's  Gift  to  His  Sxm.  —  Luke  2:  1-20. 

18.  The  Wise  Men's  Gifts.  —  Matt.  2:  i-i  i. 

Theme:   The  Boy  Jesus 

Golden  Text:    His  name  was  called  Jesus.  —  Luke  2:21. 

19.  Jesus  Being  Named.  —  Luke  2:  21-39. 

20.  Jesus  in  His  Home.  —  Luke  2:  30.  40,  51.  ^2. 

Golden  Text:    Let  us  go  unto  the  house  of  the  Lord.  —  Ps.  122:  i. 

21.  Jesus  Going  to  the  House  of  God.  —  Luke  2:  4 ■-40. 

7»3 


714  Beginners'  Lessons 

Theme:   The  Man  Jesus 

Golden  Text:  He  took  them  ia  his  arms  and  blessed  them.  — Markio;  16. 

22.  Jesus'   Love  for  Children.  —  Matt.   19:13-15;  Mark  10:13-16. 
Golden  Text:   I  will  sing  imto  the  Lord.  —  Ex.  15:1. 

23.  Children  Praising  Jesus.  —  Matt.  21:  6-17. 

Golden  Text:    Who  went  about  doing  good.  — Acts  10:  38. 

24.  Jesus  Feeding  the  Hungry.  —  Mark  6:  30-44;  John  6:  1-14. 

25.  Jesus  and  the  Storm.  —  Mark  4:  35-41 ;   Matt.  8;  23-27. 

26.  Jesus  Curing  a  Sick  Boy.  —  John  4;  46-54. 

27.  Jesus  and  Jairus'  Daughter.  — Mark  5;  21-24,  35-43- 

Theme:   Resurrection  Lessons 

Golden  Text:   TVe  shall  all  be  changed.  —  I  Cor.  15:  51. 

28.  The  Flowers  Blooming  Again.  —  Song  of  Solomon  2 :  i  i-i  3 ;    Luke  12:  27. 
Golden  Text:   Christ  died  and  lived  again.  —  Rom.  14:9. 

29.  Jesus  Dying  and  Li\ing  Again.  —  Matt.  28:  i-io. 

Golden  Text:   I  go  to  prepare  a  place  for  you.  — John  14:  2. 

30.  Jesus  Returns  to  Heaven.  — Acts  i:  9-1 1. 

31.  Our  Heavenly  Home.  — John  14:  1-3;   Rev.  22:  1-5. 

Theme:   Reverence 

Golden  Text:   The  Lord  our  God  is  Holy.  —  Ps.  99:  9. 

32.  Reverence  for  God's  Name.  —  Ex.  20:7;  i  Kings  8:  41-43;  Ps.  113:1-5. 

33.  Reverence  for  God's  House.  —  Ex.  3:  16;    40:34-38;  Ps.   122:  i;  Eccl. 

5:  I.  2. 
Golden  Text;  Remember  the  Sabbath  day  to  keep  it  holy.  —  Ex.  20:  8. 

34.  Reverence  for  God's  Day.  —  Neh.  13:  15-22;  Gen.  2:  2,  3;  Ex.  20:  8-11; 

Isa.  56-  2-7. 
Golden  Text:  I  will  not  forget  thy  Word.  —  Ps.  119:  16. 

35.  Reverence  for  God's  Word.  —  2  Chron.  34:  1-6,  14-18,  29-33. 

Theme:  Obedience 

Golden  Text:   Children  obey  your  parents.  —  Eph.  6.  i.  • 

36.  Joseph  Obeying  His  Father.  —  Gen.  37:  13-17. 
Golden  Text:    I  will  help  thee.  —  Isa.  41;  10. 

37.  Fishermen  Obeving  Jesus.  —  Luke  5:  i-ii. 

38.  Noah  Obeving  God.  — Gen.  7:  12-24;  8:  1-22;   9:  13. 

39.  God  Will  Help  Us  to  Obey  Him.  —  Dan.  i :  1-2  i. 

Theme:  Repentance 

Golden  Text:   I  will  be  sorry  for  my  sin.  —  Ps.  38-  18. 

40.  Peter's  Sorrow  for  Sin.  — Luke  22:  54-62;   John  21:  15-17. 

41.  Turning  Away  from  Sin.  —  Luke  19:  i-io. 

Theme:  Forgiveness 

Golden  Text:  Ready  to  Forgive.  —  Ps.  86:  5. 

42.  Joseph  Forgiving  His  Brothers.  — Gen.  37:  23-28;  45;  1-15. 

43.  A  Father's  Forgiveness.  —  Luke  15:  11-24. 

Theme:  Prayer 

Golden  Text:   My  God  will  hear  me.  —  Micah  7:7. 

44.  Hezekiah's  Prayer  for  Help  Granted.  —  2  Kings  20:  1-7.  * 

45.  David's  Prayer  for  His  Child  Denied.  —  2  Sam.  12:  15-23. 

46.  Elisha's  Prayer  for  a  Child  Granted.  —  2  Kings  4:  8-37. 

47.  Jesus  Praying.  —  Luke  3:  21,  22;   Mark  i:  35;  14:  26-42. 

Theme:  Kindness 

Golden  Text:  Be  ye  kind  one  to  another.  —  Eph.  4;  32. 

48.  Rebekah's  Kindness. — Gen.  24:  10—20,  29-31. 

49.  The  Boy  and  the  Lamlj.  —  i  Sam.  17:  32-3S. 

50.  David's  Kindness  to  a  Lame  Boy.  —  2  Sam.  0:  1-13. 

51.  Elisha's  Kindness  to  a  Poor  Woman.  —  2  Kings  4:  i-7- 

52.  The  Good  Samaritan.  —  Luke  10:  30-37. 


Beginners'  Lessons  715 

SECOND   YEAR 
Theme:  Happy  Home  Life 

Golden  Text:    Honor  thy  father  and  thy  mother.  —  Ex.  20:  12. 

1.  Respect  lor  Parents.  — jer.  35:  i-io;   Kph.  0:  1-4. 

2.  Miriam  Ready  to  Help.  —  E.k.  2:  i-io. 

Gulden  Text:  Blessed  are  the  peacemakers.  —  Matt.  5:  o. 

3.  J.mathan  the  Peacemaker.  —  1  Sam.  19:1-7;  i  Thess.  5:13. 
(jtilden  Text:  Preferring  one  another.  —  Rom.  12:  10. 

4.  Kindness  to  Guests.  —  2  Kings  4:  S-13;    Heb.  13:  2. 

Theme:  Unselfishness 

Golden  Text:  Christ  also  pleased  not  himself.  —  Rom.  15'  3- 

5.  Abraham  and  L<a.  — Gen.  13.  i-q. 

6.  Ruth  and  Naomi.  —  Ruth  i:  1-22. 

Theme:  God's  Goodness 

Golden  Te.xt:  God  sliall  supply  every  need  of  yours.  —  Pliil.  4:  19- 

7.  God's  Care  for  Ishmael.  —  Gen.  21 :  i  2-20. 

8.  God's  Care  for  Elijah.  —  i  Kings  17:  8-16. 
g.  God's  Care  for  Daniel.  —  Dan.  6:  1-23. 

10.  God's  Care  for  Peter.  — Acts  12:  1-17. 
IX.  Goil's  Care  for  Us.  —  Ps.    23:  1-6. 

12.  God's  Care  for  All  Things.  —  Matt.  6    25-30. 

Theme :  Gratitude 

Golden  Text:  Be  ye  thankful.  — Col.  3:  15. 

13.  A  Man  Thanking  Jesus.  —  Luke  17:  ii-ii>. 

14.  A  Lame  Man  Thanking  God.  —  Acts  3:  i-io. 

Theme:  Helpfulness 

Golden  Text:  Let  us  do  good  unto  all.  —  Gal.  6:  10. 

15.  A  Little  Girl  Helping  her  Master.  —  2  Kings  5:  1-5.  q-ii. 

16.  Samuel  Helping  in  the  House  of  G<jd.  —  i  Sam.  3:  i-io. 

17.  Friends  Helping  a  Sick  Man.  —  Mark  2:  1-12. 

18.  A  Little  Bov  Helping  Jesus.  — John  6;  5-14. 

Golden  Text:  For  God  so  loved  the  world  that  He  gave  His  only  begot- 
ten Son.  —  John  3:16. 

19.  God  Helping  Us  by  the  Gift  of  His  Son.  —  Matt.  1:21;  Luke  2:  1-20; 

I  Tim.  1:15. 

Theme:  Jesus  Our  Helper 

Golden  Text:  Lord  be  thou  my  helper.  —  Ps.  30:  10. 

20.  Jesus  Helping  the  Fishermen. — John  21:  2-13. 

21.  Jesus  Feeding  Foiu-  Thousand  -Men.  —  Matt.  15:  32-30;  Mark  S:  1-9. 

22.  Jesus  Healing  a  Leper.  —  Matt.  8:  1-4;    Mark   1:40-45. 
Golden  Text:  My  help  cometh  from   the   Lord.  —  Ps.  121:2. 

23.  Jesus  Healing  a  Blind  Man.  — John  9:  1-41. 

24.  5esus  Raising  the  Widow's  Son.  —  Luke  7 :  11-17. 

Theme:  Jesus  Our  Teacher 

Golden  Text:    Teach  me  Thy  way.  O  Lord.  —  Ps.  27:  1 1. 

25.  Jesus'  Example  of  Service.  — John  13:  1-15. 

26.  Jesus'  Ston.-  of  a  Supper.  —  Luke  14:  16—24. 

27.  Jesus'  Story  of  the  Lost  Sheep.  —  Luke  15:  3-7. 

28.  Jesus'  Stor>'  of  the  Seed.  —  Matt.  13:  3-S. 

Theme:  The  Risen  and  Ascended  Lord 

Golden  Text:   BehoUi  I  make  all  things  new.  —  Rev.  21 :  5. 

29.  N'ew    Life  in   Nature. — Gen.    1:12;    Song  of  Solomon   7:11-13;     Ps. 

65:  9;  74:  16,  17;  104:  14-17;   147:  16-18. 


7i6  Beginners'  Lessons 

Golden  Text:  He  is  Risen.  —  Matt.  28:  6. 

30.  Jesus'  New  Lile.  —  Luke  24.  1-9. 

Golden  Text:    In  my  Father's  house  are  many  mansions.  — John  14:  2. 

31.  Jesus  Going  Back  to  Heaven.  —  Luke  24:  36-53. 

32.  Our  New  Life.  —  Rev.  21:  1-4,  21-27. 

Theme:  Jesus'  Nearness  to  Us 

Golden  Text:  I  am  with  you  alway.  —  Matt.  28:  20. 
33-  Jesus'  Proniise  of  Nearness.  — John  14:  iy-23;   i6-  16-22;  Matt.  28:  20. 

34.  Jesus'  Nearness  to  Paul.  — Acts  18:  i-ii ;   2  Tim.  4.  16-18. 

Theme:  Obedience 

Golden  Text:  We  must  obey  God.  —  Acts  5:  2g. 

35.  Gideon  and  the  Three  Hundred.  — Judges  7.  12-21. 

36.  Peter  and  John  Obeying  God.  — -'Acts  5:  17-32. 

Theme:  Honesty 

Golden  Text:  Let  us  walk  honestly.  —  Rom.  13:  13. 

37.  The  Honest  Workmen.  —  2  Chron.  24:  4,  8—14;   2  Kings  12:  it-is. 
138.   The  Dishonest  Servant.  —  2  Kings  5.  20-27. 

39.  The  Honest  Treasurers.  —  Ezra  8:  21-34. 

Theme :  Truthfulness 

Golden  Text:  My  mouth  shall  speak  trath.  —  Prov.  8:  7. 

40.  Samuel  Telling  the  Truth.  —  i  Sam.  3:  1-21. 

41.  Daniel  Telling  the  Truth.  —  Dan.  5:  13-30. 

42.  Truthful  at  All  Times. — Jnhn  1:43-51;  Eph.  4:  25;  Ps.  15:1,  2. 

Theme :  Self-Control 

Golden  Text:  Be  patient  toward  all.  —  i  Thess.  5:  14. 

43.  David's  Self-Control.  —  i  Sam.  20:  1-25. 

44.  Jesus  Bearing  Wrong.  —  Luke  g;  51-56. 

Theme:  Prayer 

Golden  Text:  Lord,  teach  us  to  pray.  —  Luke  1 1 :  i. 

45.  Praying  for  Help.  —  Neh.  1:  i-ii. 

46.  Praying  for  Others.  —  i  Sam.  12:  19-24;  Matt.  5:  44;  James  5:  13-16. 

47.  When  and  Where  to  Pray.  —  Matt.  6:  6;  Dan.  6:  ic;  Acts  3:  i;  Gen 

24:   10-14;  Neh.  2:4;  James  5:  13;  Matt.  8:  23-46. 

Theme :  Forgiveness 

Golden  Text:   Forgiving  each  other.  —  Eph.  4:  32. 

48.  Stephen  Forgiving  his  Enemies.  — -Acts  7:  54-60. 

49.  Jesus  Forgiving  Peter.  — John  18:  15-18,  25-27;  21:  15-17. 

Theme :  Love 

Golden  Text-  Let  us  love  one  another,  for  love  is  of  God.  —  i  John  4:7. 

50.  Jonathan's  Love  for  David.  — -  i  Sam.  iS:  t-4;  20:  1-42. 

51.  Mary's  Love  for  Jesus.  —  John  12:  i-S;  Mark  14.  3-g. 

52.  Jesus'  Love  for  His  Friends.  — John  11:  1-44. 


/      ^      OP  TH£ 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 


AN  INITIAL  FINE  OF  25  CENTS 

WILL  BE  ASSESSED  FOR  FAILURE  TO  RETTURN 
THIS  BOOK  ON  THE  DATE  DUE.  THE  PENALTY 
WILL  INCREASE  TO  SO  CENTS  ON  THE  FOURTH 
DAY  AND  TO  $1.00  ON  THE  SEVENTH  DAY 
OVERDUE. 


MAR  13  1939 


AUtiil  iBW*>i^ 


iiUN  18  1941 


m 


-2<)'S0''2>F'tA 


^^l^'^  T?"!? 


8    0 
-tJ- 


cIicHrnf 


leSep'S^S-i 


imrw 


EX.  CIR.     JUN 


9  t979 


i;ECl.. 


APR   9'68-6P^^ 


'T^ 


T  X^: 


LD  21-95rrt-7,'37 


188252 


11 


